This study investigates the effects of auditory and visual quality in virtual reality (VR) environments on cognitive load and engagement through pupillometric measurement. It provides a comprehensive consideration of their influence on physiological processes collectively. The experiment controlled both auditory (low-fidelity muffled, normal dynamic, and high-volume monotonous) and visual (less detailed, normal, and richly detailed) stimuli systematically in three VR museum environments. Pupil diameter measurements were employed as primary indicators of cognitive processing, with rigorous preprocessing to ensure data integrity. For visual conditions, low-quality settings with less detail consistently generated maximum stress responses, while normal-quality visuals were determined to optimize the balance of engagement and comfort. High-quality visuals in dim settings had slightly more engagement but had to be calibrated precisely to avoid overstimulation. The audio results indicated that normal-quality dynamic sound produced the most stable pupil responses across all visual contexts and served as a cognitive anchor. Poor-quality audio consistently degraded experience quality, supporting the fact that visual richness cannot compensate for poor auditory design. Notably, combining normal-quality audio with normal-quality visuals provided the optimal physiological profile. These findings guide theoretical advancement in multisensory integration in VR and offer design recommendations of utility: (1) prefer balanced modulation of the senses, (2) avoid visual extremes of simplicity with high luminance, and (3) seek harmonious mixtures of normal-fidelity sensory and visual content. Future research needs to explore individual differences and long-term adaptation in order to further refine these guidelines for a variety of educational, training, and therapy uses in VR.

In recent years, virtual platforms have emerged as powerful tools for immersive communication, education, and collaborative design. Among them, Spatial offers a widely accessible 3D environment that can be experienced not only through VR goggles but also on standard desktop systems. This paper explores the feasibility of using Spatial in a desktop 2D environment without VR goggles to visualize and evaluate 3D CAD models. We describe a practical workflow in which 3D models are uploaded into Spatial and viewed via a Mac desktop interface. Despite the limitations in immersion, we show that desktop interaction with Spatial still offers meaningful spatial understanding and interface operability, providing a low-barrier entry into virtual prototyping. We discuss implications for design education and outline future directions for integrating VR when available.

This paper describes the development and implementation of Active Textbook System (A-txt) and Contents Maker (C-mkr), two augmented reality (AR)-based educational applications for smart devices. A-txt enables markerless AR interactions with printed text and images, turning traditional paper-based materials into interactive digital content. C-mkr serves as an authoring tool that allows users to freely create and manage AR content linked to printed media. The system supports both cloud and local operation and has been extended to run on Windows and Head-Mounted Displays (HMDs), enhancing its accessibility across platforms. The system was applied in two college-level courses, where students used it to annotate instructional materials and view AR-enhanced content. Questionnaire surveys revealed generally positive responses in usability, engagement, and perceived learning effectiveness. Students also provided constructive feedback regarding technical issues such as system stability and UI design. Open-ended responses highlighted the novelty and flexibility of the system and suggested its potential value across diverse educational settings.

This study explores the integration of generative AI (large language models) into the AR-based educational support application “A-txt” to develop a next-generation personalized learning support system utilizing learners’ behavioral and question histories. A-txt recognizes charts and texts on printed educational materials as AR markers and displays associated digital content. In this paper, we present a prototype system in which generative AI provides real-time hints and explanations based on user interactions and natural language queries. Through experiments involving image recognition and learning support responses, we verify the effectiveness of the system. We also discuss future developments, including automatic content recommendations, visualization of weak areas, and feedback functions for educators based on learner behavior logs. This research provides a foundational step toward building a context-responsive and self-regulated learning support environment by integrating AR and generative AI technologies.

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 paper introduces and examines the status of students’ perception of entrepreneurship education at the National Institute of Technology, Tsuruoka College. This research aims to identify and consider the factors that influence the development of entrepreneurship intention. The significance of this paper is conducting a study of students who aim to become engineers since most of the entrepreneurship education discussion happens in the field of business. Based on the theory of planned behavior, this study will conduct multiple regression analysis using SPSS software to identify the relationship between attitude, subjective norm, and perceived behavioral control with entrepreneurship intention. Results indicated that there were significant and positive effects of attitude and perceived behavior control toward entrepreneurship intention. However, there were no significant effects shown by the subjective norm. These results indicate that when conducting entrepreneurship education for students who study engineering, it is important to focus on fostering students’ attitudes and perceived behavior control. The theoretical implication is that we have extended the theory of planned behavior to examine students who are studying science and engineering from the age of 15. The practical implication of this study is that it is important to foster perceived behavior control. This study will support policymakers, educators, and researchers to foster entrepreneurship education in the engineering field.

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.

This paper describes the cloud implementation of Active Textbook System (A-txt) and Contents Maker (C-mkr), which are educational applications for smart terminals that the authors have proposed. These apps use “marker less AR technology”, allowing anyone to easily add digital information to regular paper textbooks. By putting these servers in the cloud, users can now use them anytime and anywhere. In addition, this paper also states the development of classes using these apps. We aim to improve educational effectiveness by allowing students to use these apps to create original reference materials by attaching additional content to paper materials. We call this educational method self-decoration, or “Sel-Deco”, because the students decorate their textbooks themselves. This time, in classes where this Sel-Deco method was applied, good results were obtained in terms of student satisfaction and educational effectiveness, showing the effectiveness of the Sel-Deco style class.

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.

Entrepreneurship education is characterized by interactive learning linked to business and community initiatives. In entrepreneurship course, activity sessions include (1) Causation, and effectuation (2) Devil's River, Valley of Death, and Darwin's Sea, (3) Case Studies, (4) Guest Speaker Sessions, (5) Lean Startup, Business Model Canvas (BMC), Value Proposition Canvas (VPC), etc. are often addressed. The goal of entrepreneurship education is to change students' mindsets in terms of how they view innovative and risk-taking activities in business. There are several ways to measure the change derived from entrepreneurship education, including affective, cognitive, and skill-based outcomes. A previous study examined the effect of entrepreneurship education on entrepreneurship in relation to three independent variables: perceived behavioral control (PBC), attitude (AT), and subjective norm (SN). Combined with the results of the Generic Skill measure, this study proposes an evaluation method for entrepreneurship education that focuses on entrepreneurship intention.

Manufacturing companies are rapidly moving toward Digitalization. As a result, today's industrial systems integrate information systems and manufacturing systems. In this context, damage caused by cyber-attacks has become apparent, and cyber-attacks on factories are increasing both in Japan and overseas. Therefore, there is an increasing need to implement cyber security measures and education in manufacturing and factories from the BCP (Business Continuity Plan) perspective, which considers safety measures for individual processes and the supply chain. The industrial automation industry is beginning to develop designs through virtual commissioning based on VR product (digital twin) models, and all of this development work is increasingly taking place in virtual space. However, no security educational materials utilize CPS (Cyber-Physical Space), which is free from time and space, based on these technologies. This research aims to develop human resources who can respond to the paradigm shift and realize a suitable environment for cyber security education by constructing a remote training environment using VR product technology that can actually be used in student experiments and practical training.

The corona crisis has promoted the spread of online classes at educational institutions around the world, but at the same time, its problems have become apparent. In particular, it is not easy for a teacher to get a response from students in a one-to-many video distribution format remote class compared to a face-to-face class, which makes it difficult to provide educational guidance. Therefore, we defined the information obtained from non-verbal communication in face-to-face classes as “Class Atmosphere” and analyzed the reason why it is lost in remote classes. In order to compensate for this, we have prototyped a cloud-based teaching assistance application that can visualize students’ willingness to participate in remote classes and their understanding status. This paper shows an overview and implementation configuration of the developed application that compensates for missing information, and also describes its utility and issues for future practical use.

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.

The authors have proposed an active text system (A-txt), which is a next-generation electronic teaching material that can make general books digitally more extensible with a general-purpose mobile terminal using augmented reality (AR). A-txt content is created by software called Contents Maker (C-mkr). This paper discusses the development of C-mkr for mobile terminals and this development can realize new learning methods using it by students. A-txt is our original system that can easily add and show digital contents by using figures and sentences written on papers as augmented reality (AR) markers. Since Unity is used for the development of A-txt, users can use it regardless of the OS type of the mobile terminal. C-mkr used to need PCs exclusively so far, but now that we have developed an application for mobile terminals, it is possible to create contents on smartphones and tablet computers owned by every user. Along with that, A-txt itself has undergone various improvements. In fact, the A-txt system cannot be used by anyone at present because it is operated by an intra server, but we considered how to solve the problem by reconstructing the server using cloud type. With the above development, users can easily create and upload content anytime and anywhere. We are planning to use this system for students to make textbooks into reference books by themselves. This method is named "Self-decoration (Sel-Deco)", and its effectiveness will be verified in the future.

A continuous survey of students' Generic Skills (GSs) by an objective evaluation method has been conducted at National Institute of Technology, Sendai College, Hirose Campus since the academic year of 2014. The results of this survey show that our school students' GSs are growing steadily. On the other hand, it was found that some skills in competency needed to be further strengthened. Furthermore, we are developing a portfolio of GSs, based on the results of the survey, to nurture our students' GSs. As the utilization of the portfolio, we propose a model of a student GS growth cycle in which students, parents, and teachers collaborate. Finally, we plan to develop a follow-up survey of pre-admission and post-graduation. From these surveys, we will improve the lesson contents and curriculum, and try to establish a more effective and efficient comprehensive skill development system, like diploma supplements and supplements of the curriculum.

To develop the generic skills of students, colleges and universities are required to improve the curriculum to encourage students to engage proactively in learning and strengthening their competency to utilize acquired skills effectively in the society. However, no teaching methods as such have been established, especially, those of enhancing students' competency. Competency is difficult to improve in a short period, therefore, continuous, effective approaches are needed. In this paper, based on the results of the continuous surveys, we present skills and competency of students which are required in the real world but show only low growth and need to be enhanced by the time they graduate from Kosen (five-year technical colleges in Japan), namely, planning, plan implementation and collaboration. Then we propose curriculum supplements and report on their effects. There are two points we attempted. First, to make students aware of the skills and competency to be improved, self-evaluation was performed before and after the course. Second, teachers tried to accelerate the progress of students' skills by changing the way of conducting experiment classes. We report on the effects of these two points based on the evaluation by the students themselves.

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.

This paper is described on the improvement of the Active Textbook System (A-txt) and the consideration for Copyright Law when the A-txt is used. The A-txt is a next-generation electronic educational material system proposed by the authors that can digitally expand the general paper books with general-purpose terminals. This system is the original system that allows you to easily attach additional digital content to any location by using figures and sentences on paper as augmented reality (AR) markers. Initially, A-txt, which was developed for each type of mobile OS, is provided on a unified platform by using Unity, and it has become possible to concentrate budgets and human resources. This time, we have added new functions to make usability better and improved the screen display by modifying the source code. In addition, as a measure to use figures in books as AR markers without infringing copyright, we experimentally have found the minimum necessary range in which A-txt can be used without inconvenience. In the process, we also have found a method to increase the recognition rate of markers.

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.

In this paper, a novel teaching material for the subject in Electric Power Engineering is proposed. The content of the subject is a non-practical, because the really necessary equipment cannot be installed on campus. Therefore, while taking the subject, students can neither feel the atmosphere nor know the danger of it. As a result of various trial and error, the authors have developed innovative teaching materials for introducing the subject. This teaching material employs a board game simulation format, so students can learn with interest. By incorporating digital contents into the tutorial, the simulation can be more facilitated. In addition, by linking with the active text system (A-txt) that is a digital teaching material using AR technology, the additional information can be browsed by holding their own smart terminal over the game sheets. In this time, it was confirmed that by applying the gaming simulation to the KOSEN students. They have been able to understand the learning goals represented by the difficulty of achieving 3E and the different characteristics of each country’s situation. Consequently, it was shown that students could study global issues in environmental and energy problems beyond the learning targets using the proposed material.

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.

The authors have proposed the Active Textbook System (A-txt) as the next generation learning material system. A-txt is a system to enhance the textbook by adding digital content to the figures and formulas in a general book by using AR technology. Production of content and registration to the server can be done relatively easily using a general-purpose personal computer, and the content added to the book can be browed using the users’ own smart terminal. Therefore, the introduction cost can be reduced without the need for a dedicated machine. Also, once content is downloaded, it can be used offline. This point is the other advantage that other systems do not have. So far, A-txt was limited to iOS devices that hardware are standardized, but this time the system for Android devices, that have more users, have been developed. Although challenges remain for AR and 3D display, an application that meets practical requirements has been completed. Also, since the Android OS is free, there are a wide variety of terminals adopted. Therefore, recommended hardware specifications have been formulated by benchmark evaluation. Moreover, in order to solve some problems that became apparent in the development process, it was decided to change to an OS-independent system by using Unity.

Human resource development program in nuclear engineering has been developed and carried out for national college students in Japan. It consists of (a) remote lectures and e-Learning contents on radiation and nuclear related subjects, and (b) on-site workshops and visits at nuclear related facilities or Nagaoka University of Technology. In approximately 10 years since it was started, more than 10 thousand of students participated in the program, which, we believe, was effective to enhance their understanding in these fields. However, as an educational system, it seems possible to be improved through utilization of ICTs etc. From our understanding that the problem is the lack of bidirectional feature in our program. In the future, we are planning to provide substantial amounts of exercises base on Active-learning with ICTs to deepen the understanding of the subjects carried out in the workshops or facility visits.

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.

Practice experimental skills are important for students at technical colleges, and it is necessary to visualize experimental skills by evaluating student achievement. In this research, experimental evaluation sheets and skill sheets have been used to clarify the metrics of experiment and indicate student achievement level. The questionnaires using rubric for experimental skills were sent out, and evaluation performed by lecturers and students at Tsuruoka Colleges, Japan was collected. Comparing evaluation between lecturers and students, the utility of experimental skill sheets and the importance of evaluation sheets have been examined. Further, a visualization has been developed, that represents the skills of students, so that lecturers are able to improve their guiding of students.

In recent years, Active Leaning (AL) has been attracting attention as a method of education. AL is different from the education of the traditional lectures method which is center of teachers. And usually teachers perform the Active Teaching for the students. So students wait to teach knowledge, that style is passive and students not learn by themselves using their knowledge. Now a general public is requesting the human resources who can come into action voluntarily. So we need to change the leaning style to AL which center of students and they are active. However, there are some problems such that effective evaluation method of AL in the practice of AL has not been established. In general, evaluate of AL, we use the questionnaire and reflection card. Those are the average evaluation value of the AL lecture. And it’s the value after the lecture and strong in student’s subjective element. So there are a lot of cases using Clicker (Hard Clicker and Soft Clicker) to visualize the reaction which is student’s real time. We could get the response from students, but that is strong subjectivity like a questionnaire. Our previous projects, we propose the system to distinguish between the degree of concentration from biological information 1,2. This system use for evaluation of the educational video contents, it was analyzed whether students concentrated which part and were watching the contents. That also emphasized objectivity and used biological information. Therefore, in this study, for the purpose of improving the quality of AL, we develop the evaluating system of AL students. As a method, we propose to evaluate the student by measuring the degrees of concentration or activity using biometric information. The biological information we use are considering combining several such eye blinking or Galvanic Skin Response(GSR). To develop the evaluating system is to reduce the burden of teachers, and, since it is possible to carry out an objective evaluation of students, it is possible to contribute to the improvement of the quality of AL.

The total number of students, who graduate from all the colleges of National Institute of Technology (NIT) Japan, is over 10,000 every year. The college graduates are highly evaluated from the industrial world for over 50 years. In order for the students to acquire high skills, the curriculum in NIT should be combined lectures with experiments and/or practical trainings. However, the skills of experiments and practical trainings are implicit know-how up to now. Therefore, we make the skills be explicit knowledge for improvement of skills. In this paper, we propose a method to visualize the skills, and we introduce an approach to decide the level of achievement of experiments and practical training skills. This approach is almost based on original lab manuals, but in order to evaluate of ICT and Software skills, we attempt to use "i Competency Dictionary". In order to propose our methods, we checked and evaluated over 300 lab manuals. The experimental skill-sheets and the evaluation-sheets that are the vital part of our methods, have been developed using the learning items, which derived from those manuals in manually. It is possible to visualize each student's skills by defining evaluation standard with the sheets. The evaluation standard is one of the tools to guide students to their final target effectively and clearly. Using our methods, the level of achievement and the motivation of students' skills will be improved drastically in the experimental subjects and practical trainings.

Recent year, Active Learning is being introduced for education field, and learning style is change from passive learning to participatory type. Active learning(AL) is a lecture which students learn knowledge by active. The introduction of ICT equipment isn’t indispensable to promotion of AL, but when sharing of knowledge is considered, it’ll be effective in the future to maintain. Usually the classroom consist of static desk and chair. So it difficult to change the arrangement learning environment. A teacher stands in front of the classroom, and gives them a lecture, Students are the style that sits down. It's the problem that maintenance of the environment is important to perform the lecture of the active learning style into effect efficiently. Improvement of the environment is needed for us to put the lecture of the AL type into effect. For example installation of a white board and a projector. Such learning environment should be offered with priority. But time and the cost of the money will be a problem in this implementation. We did for improvement of the learning environment, and were low in cost, and worked on the problem solving performed by a short time. We suggest that we corporate with students to produce to their AL classroom. Work of environmental improvement is PBL for a student. This improved student's motivation. Students proposed newly during a this PBL. It was possible to be that we suppose PBL as classroom maintenance and work on PBL as well as students. In this paper, we gathered activity with this as PBL. We introduced a usage example in the maintained classroom. We’re convinced that this paper is useful for maintenance in the future's AL classroom.

Currently, Active learning is receiving attention as a method of teaching. In active learning, solve learning problems, there are such research learning, the group discussion is one of the effective learning method. Usually we evaluated by questioning after the lecture. But that's scarce in objectivity. So we propose objective evaluation method using biological-information (GSR, body temperature, Heartbeat, etc. So we measure the student's biological-information during active learning in this study, to analyze, to perform the development of a system to objectively analyze the degree of concentration. The instrument body temperature, skin electrical resistance, to measure the pulse wave at the same time. Aiming to support the efficient active learning by using this result.

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.

It's lacking the indexes of evaluation to the experiments which are the advantage of National Institute of Technology, Japan (in the following, NIT). The features of NIT will be appearing that we make it clearly attainment targets and the indexes of evaluation. Then we can expect the effects of the feeling of achievement and the will because of visualizing student's skill by the indexes of evaluation. Moreover, it will be able to improve the education of utilizing the Skill-Sheet. We proposed the introduction method of evaluation to the experiments.

This paper investigates how the three e-learning modes (traditional, room-based synchronous, and metaverse-based) affect the learners’ learning preferences before and after completing the study. The authors found out that the students who took the rooom-based synchronous e-learning mode tended to show the low course adaptability overall while their preferences for asynchronous learning and the use of information and communication technologies (ICT) changed negatively after completing the study. In addition, the students’ preferences for asynchronous learning as well as the use of ICT turned negative after completing the study in the metaverse-based environment.