Fuzzing has become a popular technique for automatically detecting vulnerabilities and bugs by generating unexpected inputs. In recent years, the fuzzing process has been integrated into continuous integration workflows (i.e., continuous fuzzing), enabling short and frequent testing cycles. Despite its widespread adoption, prior research has not examined whether the effectiveness of continuous fuzzing varies across programming languages.

Agentic Coding, powered by autonomous agents such as GitHub Copilot and Cursor, enables developers to generate code, tests, and pull requests from natural language instructions alone. While this accelerates implementation, it produces larger volumes of code per pull request, shifting the burden from implementers to reviewers. In practice, a notable portion of AI-generated code is eventually deleted during review, yet reviewers must still examine such code before deciding to remove it. No prior work has explored methods to help reviewers efficiently identify code that will be removed.

Software vulnerabilities are constantly being reported and exploited in software products, causing significant impacts on society. In recent years, the main approach to vulnerability detection, fuzzing, has been integrated into the continuous integration process to run in short and frequent cycles. This continuous fuzzing allows for fast identification and remediation of vulnerabilities during the development process. Despite adoption by thousands of projects, however, it is unclear how continuous fuzzing contributes to vulnerability detection.This study aims to elucidate the role of continuous fuzzing in vulnerability detection. Specifically, we investigate the coverage and the total number of fuzzing sessions when fuzzing bugs are discovered. We collect issue reports, coverage reports, and fuzzing logs from OSS-Fuzz, an online service provided by Google that performs fuzzing during continuous integration. Through an empirical study of a total of approximately 1.12 million fuzzing sessions from 878 projects participating in OSS-Fuzz, we reveal that (i) a substantial number of fuzzing bugs exist prior to the integration of continuous fuzzing, leading to a high detection rate in the early stages; (ii) code coverage continues to increase as continuous fuzzing progresses; (iii) changes in coverage contribute to the detection of fuzzing bugs; and (iv) developer-provided seed corpus exhibit long-term effectiveness. This study provides empirical insights into how continuous fuzzing contributes to fuzzing bug detection, offering practical implications for future strategies and tool development in continuous fuzzing.

This study analyzes students’ impressions of deep-sea 3D video experiences delivered through a head-mounted display. Four female students watched an undersea expedition video and answered seven structured questions, followed by an open-ended prompt. Their responses revealed that 3D imagery significantly enhanced immersion, visual appeal, and educational engagement compared to traditional 2D images. Participants consistently rated the questions highly, citing immersive qualities, sustained attention, and increased understanding as notable benefits. A co-occurrence network analysis of the open-ended responses identified "immersive," "realistic," and "engaging" as central themes, reflecting how students felt deeply involved in the depicted scenes. "Educational" and "understanding" emerged as interconnected concepts, indicating students perceived that 3D visuals improved their comprehension of complex subjects. Terms like "fun" and "enjoyable" linked closely with "3D viewing," emphasizing the technology’s motivational value. Overall, this study confirms that 3D imagery offers substantial educational benefits by promoting focus, understanding, and enjoyment, suggesting potential applications in fields requiring spatial comprehension. However, due to the small sample size, results cannot be fully generalized.

This study delves into the innovative initiative at Suzuka National College of Technology, where a creative workshop initially established onsite for entrepreneurial experimentation has been replicated in a virtual space to enhance the educational experience in startup education; by integrating real-time simulations with foundational business theories the virtual center not only provides a platform for testing business ideas through simulations that mimic market reactions and consumer behavior but also bridges the gap between theoretical knowledge and practical application, which is crucial in practical engineering education where experiential learning is key. This dual-environment approach not only facilitates the development of practical skills but also enables students to gain insights into the realities of business management and innovation, preparing them effectively for the challenges of the entrepreneurial world; the future of this virtual center looks promising as it plans to incorporate tools for business planning, financial forecasting, and market analysis to provide a comprehensive preparation platform for students, ensuring they are well-equipped to conceive, plan, and execute their business ideas successfully.

The term "metaverse" has become a common word in recent years. This term, a virtual space on the Internet, is gaining importance in various fields in today's era of remarkable progress toward the fusion of virtual space and real space using digital science. The authors have been engaged in a project to develop educational applications using experiences in 3D virtual space with headset-type goggles. In this study, we investigated the physiological effects on the viewer by observing and analyzing the blink and discussed its applicability.

In this study, we introduce a plan about the application of various realities for future educational purposes. To start, we provide an overview for three types of realities [Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR)] and clarify their relationships to each other. Then we classify VR tools into three types and focus on the integrated stand-alone type and prepare a plan for its educational application. Finally, we discuss important factors that could contribute to the examinees’ educational outcomes in the future.

The concept of a 3D experience using the Google Cardboard VR headset and cell phones is discussed in terms of its educational effect. As for the video component, content on YouTube as a 360°VR video is used. The following three topics are included in this project: skydiving, lunar exploration, and deep-sea exploration. In some organizations, groups of faculty and student members are asked to participate in such an activity to experience 3D using a cell phone and YouTube along with the VR headset. The authors plan to analyze the results using a 5-point scale. A similar experiment is already in progress. It involves the use of a different VR headset tool (Oculus Quest). Since the contents of both activities are similar, the purpose of this experiment is to compare and verify the advantages and disadvantages of using a VR cardboard headset and a cell phone, as well as to identify the advantages and disadvantages of using a cell phone.

During the COVID 19 pandemic, the importance of global academia-industrial alliances has increased. It is hoped that the alliances will help us to solve the current problems caused by the pandemic. In this paper, we introduce the application of IT tools and communication skills utilized in a special educational project for an academia-industrial collaboration. Some concrete examples from 2020 are provided from the viewpoint of the national alliance project in Japan. A discussion is included that describes the plans available to increase and strengthen the national project in the future.

For this study, instructors carried out active learning classes using tools to obtain biological information. Due to the constrained conditions for their use, students proposed their own projects and successfully carried them out on their own. The students belonged to two groups: one was for17 year old students and the other was for the students 19 years of age. Both groups displayed good creativity and engineering design capabilities. However, there was a clear difference between the two groups. The older students had more quantitative and application-related capabilities. We could confirm that the age demographic in KOSEN education was very sensitive for the improvement of creative engineering design capability.

This paper introduces and describes a learning system for analyzing devices in a virtual world and points out its significance for current research collaboration. Now we are in Society 5.0, so daily problems should be solved by IoT (Internet of Things) with a mutual collaboration without borders. The authors need to collaborate with each other among remote organizations and different nations. For such situations, we need to establish the learning system for analyzing devices which would lead to an actual sharing system in the future. In this paper, the proposed concept for the learning system in metaverse is explained. The significance of the system is described, too.

An experimental trial was carried out with a problem-based learning (PBL) class for students. They were asked to come up with a plan for applying a glass sensor to determine concentration power. They held a discussion and agreed on a system and process, in which students would focus on memorizing English words. The process had three components. While studying English words, the students listened to music at the same time. As a second component, when the learning time was not long enough, students could concentrate on learning the words without any music. However, when the learning time was prolonged, the combination of learning and outcomes was higher for the case of memorizing 10 words. The students defined a coefficient that was based on the average of memorizing capability and concentration power. The results and the system are a unique case study. We believe the basic concept could be applied to the final trial for mutual non-verbal communication.

E-learning is a powerful educational tool nowadays. Particularly, it could activate classrooms and enhance the understanding of educational content taught by teachers. However, teachers often have various difficulties for using e-learning. One problem is for them to produce educational tools on their own. Some teachers need support for this type of activity. From the viewpoint, it is very important for us to know the various types of support that teachers need. In this study, we focused on teachers’ mental situations when they produce educational materials for their classrooms. We aimed to establish a model, so that the data of eye blinking could be analyzed and applied to evaluate teachers’ psychological and mental situations. Using a commercial glass-type sensor to observe eye blinking behaviors, we measured them for three teachers (as examinees), while they were producing their own presentation files. The data for the blinking behaviors were compared with the concentration power index and analyzed. And we discussed the possibility of applying the model to determine how teachers could be supported technically.

Students’ psychological responses were evaluated by a commercial electrooculography (EOG) sensor. As psychological responses, we picked up two factors – concentration power and the impression about the simplicity for problem solving. A glass-type EOG sensor detected the electrooculogram and calculated the blink rate (focus), the blink strength (calmness) and the head posture (posture), constituting the final parameter called concentration power. In this study, we investigated the correlation between the two psychological responses and EOG parameters. We could confirm the qualitative correlation between the EOG parameter corresponding to concentration power and the psychological response. At this point, we presume that it could be applied to e-learning in virtual classrooms soon. As for the impression about the simplicity to solve problems, we could not found the reasonable correlation. However, the detailed analyses for all of the parameters and their time-dependent behaviors might make it clearer and also other relations with more psychological response.

The discussion through Skype on research topics between two laboratories were carried out as virtual problem based learning project. During the discussion, the blinking eyes were counted as biological data. After the project, questionnaires were given to the participants. Two series of data, biological data by counting blinking eyes and psychological data derived from questionnaires were compared and analyzed. Both data were compatible reasonably and could be well explained complimentary. If the system could be established systematically, it would be a very powerful educational tools for both teachers and students in the future.

Nowadays, e-learning and the application of ICT to learning in various ways are going to move to the forefront of education due to various reasons. However, the learning style often lacks the characteristics of students’ synchronized feedback in the class simultaneously, even though the information is always needed to achieve the tutorial effectiveness and educational outcomes in the virtual class. Some of the current authors have investigated the application of biological data, the number of eye blinks, to e-learning or distance learning on research based and confirmed that the changed behaviour of the number corresponded to the difficulty of the problems to some extent. In this experiment, we issued YouTube as the educational tool and investigated the correlation between biological data, blinking eyes, facial surface temperature measured by infrared thermography and students’ psychological behaviors. The blinking eyes behavior seemed to reflect the examinees’ confusion at the initial stage of the video session. On the other hand, the measurement of facial surface temperatures should be revised and modified, since the current methods did not take the effect of external temperatures and also the appropriateness of sampling into account. However, we presume at least that the blinking eyes could be applied to the feedback tool of students’ responses also in the e-learning by YouTube video sessions.

For a virtual problem-based learning (PBL) class in Metaverse, an eye blinking system for avatars was introduced. It correlated their eye blinking behavior with an emotional response to various problems that they were asked to discuss on behalf of their users. Three Japanese college students joined the project where they discussed a simple and difficult problem, respectively. Teachers proposed online (mathematical problems) for them. Each session was 10 minutes in length. During the classes, the number of eye blinks was recorded for each student by using special software. After completing the PBL classes, the students answered questionnaires. Then the results were analyzed. All of the results suggested that the difficult question would make students’ feelings unstable and increase the number of eye blinks. Using this system, teachers could analyze students’ responses well to achieve a better outcome of virtual PBL.

Adapting to the network is the key to achieving high performance for communication-intensive applications, including scientific computing,data intensive computing, and multicast, especially in Grid environments. This paper investigates an approach of representing network as a tree of participating hosts and switches matching or approximating their physical topology, and describes a fast, non-intrusive, and portable algorithm for inferring such a topology. This representation and the proposed inference algorithm serves as a key to building network-aware applications in a portable manner. The algorithm is based solely on RTTs of small packets between end hosts; it does not rely on popular but not universally available protocols such as trace route and SNMP. Another benefit is that it can handle all layers of network uniformly without any a priori knowledge of cluster configurations. The required number of measurements is O(Nd) in certain idealizing assumptions made for the purpose of analysis, where N is the number of participating processes and d the diameter of the network, which is usually small in real networks. In our experimental environment, the inference algorithm built a topology of 64 hosts in a single cluster in 4 seconds and and that of 256 hosts across 4 clusters in 15 seconds. It is able to not only identify clusters within a Grid, but also to partially identify the Layer 2 topology within a cluster. This is important for optimizing bandwidth-limited operations such as broadcast. We built several network-aware applications upon the inference system, including efficient bandwidth measurements and long message broadcasts. The topology is used to schedule as many measurements as possible in parallel without competing on shared links. We were able to build a bandwidth map of 256 hosts across 4 clusters in 27 seconds.

Through group experiments by human, we found an interesting grasping pattern, where the human can easily captures a small object placed on a table by changing the finger posture from upright to curved ones after each finger making contact with the object. A series of this motion is called as detaching assist motion (DAM). This paper discusses a condition for achieving DAM by taking the idea of self-posture changing motion. A sufficient condition for lifting up an object from the table is discussed. Some experiments are also shown to verify the condition.

Discusses a hugging walk where multiple contacts are allowed between each leg and environment during locomotion. Since an external force can be supported by multiple contact points, legged robots in this style can be expected to be even more robust against a disturbance (including gravitational force) than those in conventional gaits based on foot contact. The alternative two-legs-support gait which never exists for conventional gaits based on static balance is introduced. Two indices for stable locomotion are introduced. Experiments are also shown to confirm the basic motion of the proposed gait.

The paper discusses the scale-dependent grasp. Suppose that a human approaches an object initially placed on a table and finally achieves an enveloping grasp. Under such initial and final conditions, he (or she) unconsciously changes the grasp strategy according to the size of objects, even though they have similar geometry. We call the grasp planning the scale-dependent grasp. We find that grasp patterns are also changed according to the surface friction and the geometry of cross section in addition to the scale of object. Focusing on column objects, we first classify the grasp patterns and extract the essential motions so that we can construct grasp strategies applicable to multifingered robot hands. The grasp strategies constructed for robot hands are verified by experiments. We also consider how a robot hand can recognize the failure mode and how it can switch from one to another.