Recent studies have emphasized the importance of formative assessments in improving teaching and learning. This study investigated what insights can be gained from analyzing students' pen-stroke data in homework to support formative assessment (n=37). The results showed that pen-stroke data revealed students' thought processes, including partial understanding and trial-and-error attempts, which were not visible in the final answers. Regarding this result, one mathematics teacher interviewed expressed an interest in using pen-stroke data in the classroom, particularly in specific units. This study concluded that pen-stroke data can enhance formative assessment by offering more profound insights into student learning.

Utilization of Information and Communication Technology (ICT) has been penetrated not only in regular classes, but also in resource rooms, or we call Special Needs Class (SNC), in Japan. Its study has been a popular research target among stakeholders for special needs education, however, there is little reported on discussing how log data can be used to support teaching and learning for children who need special support. In this paper, we propose implementation of using BookRoll (BR), a learning analytic enhanced e-book in SNC. For a pilot study, three participants who attend SNC were selected from an elementary school. Their handwritings with a touch-pen left in a memo function in BR were visible as logs in an analysis tool to illustrate the outcomes of their performance which enabled to trace their learning difficulties. Parents’ intervention as limitation and introducing Learning Evidence Analysis Framework (LEAF) system and learning support for children with special needs from the field of educational learning analytics are suggested.

Jigsaw learning is one of the popular cooperative learning methods which has been utilized in many English as Foreign Language (EFL) classrooms. In recent years, utilization of technology in education has accelerated. In this study, Jigsaw+, a new jigsaw learning approach with an e-book reader, was proposed to explore how the learning design can be applied for English vocabulary acquisition, reading comprehension, and students' engagement in group activities. A quasi-experimental study was conducted at a high school in Japan for advanced and standard class students. Participants read and comprehend a story in English through BookRoll, an e-book platform with an analysis tool embedded. Two research questions were investigated; 1) to what extent did Jigsaw+ affect students' English vocabulary knowledge and reading comprehension? and 2) to what extent did Jigsaw+ promote students' reading engagement in the jigsaw group activities? The results revealed that Jigsaw+ learning tasks assisted to improve students' vocabulary and reading comprehension for both the advanced and standard groups. Moreover, it facilitated students' engagements in activities. Some limitations of the study are also discussed.