We are very grateful to announce that our research papers have been accepted to the premier international conference in the field of Learning Analytics, “Learning Analytics and Knowledge” (CORE Ranking A), as well as the international conference in the field of HCI, “HCI International” (Google Scholar Matrix #19 in Human Computer Interaction). Thank you to all the reviewers. Getting papers accepted into high-level international conferences is quite challenging, but through our collaborative research and by pooling our wisdom, we were able to achieve excellent results.

Learning Analytics and Knowledge

Boxuan Ma, Li Chen, Xuewang Geng and Masanori Yamada (2026). “Understanding Study Approaches in E-Book Logs and Their Relation to Metacognition and Performance”, Proceedings of LAK 2026

This research is a collaboration with Dr. Ma, Dr. Geng, and Dr. Chen. We analyzed how students study using access logs from “B-QUBE,” a digital learning material distribution system used at the university. Rather than simply looking at “how much they read,” we classified study approaches into three types based on behaviors such as “which pages they reviewed, in what order, and how often.” The results revealed that planned reading with an awareness of important pages leads to better grades on tests and exams, compared to studying that involves spending a lot of time going back and forth between pages. Furthermore, it was shown that analysis based on behavioral logs can supplement the reality of learning, which is difficult to capture through self-evaluation surveys alone. These findings are expected to be useful for improving learning support systems and effective instructional methods in educational settings.

HCI International

Masanori Yamada, Wataru Aiura, and Shogo Fukushima (2026). Seeing, Speaking, and Caring: Exploring Picture-Book Storytelling Skills in Virtual Reality for Childcare Students, Proceedings of HCI International

In this study, we developed a Virtual Reality (VR) system that allows students aiming to become childcare workers to practice reading picture books aloud and investigated its learning effects. By introducing a child avatar into the VR space, the system automatically records the student’s voice volume, reading speed, posture, and gaze as they read the book. Analyzing data from 33 students revealed that they could be categorized into several learning types based on their reading characteristics. Furthermore, experts in childcare education reviewed the results, demonstrating that numerical data such as voice intensity and gaze toward the child are effective indicators for objectively evaluating the proficiency of storytelling.

Xuewang Geng, Mamiko Eto, and Masanori Yamada (2026). Generative AI-Driven Virtual Reality for Health Consultation Training in School Nursing, Proceedings of HCI International

In this study, we developed an AI-powered VR system that allows students aiming to become school nurses to practice health consultations with children and investigated its learning effects. In a virtual school infirmary, students conduct consultations while interacting with a virtual child avatar. The avatars have different personalities, and a mechanism is in place where “trust levels” change according to the progress of the conversation. In the experiment, in addition to speech content and behavior during the consultation, biological data such as heart rate and skin response were also measured. The results showed that students who conducted the consultations successfully experienced stabilized tension and improved confidence. On the other hand, strong stress reactions were confirmed in cases where the interaction was difficult. This system demonstrates the possibility of practicing diverse child interactions and objective skill evaluation, which were previously difficult to reproduce.

Kohei Ozaki, Xuewang Geng, and Masanori Yamada (2026). Promoting Career Self-Regulation in High School Students Using a Career Simulation Game, Proceedings of HCI International

In this study, we investigated the learning effects of using a career simulation game to foster the ability of high school students to think proactively about their future paths (career self-regulation). Students simulate life events such as entering higher education or finding employment in a tablet-based simulation game and reflect on the results. By analyzing the behavioral history, reflection content, and access records of related materials for 274 high school students, we found that the more students reflected on their actions within the game, the more they engaged in behaviors such as researching career information and writing future plans in their notebooks. This indicates that career simulation games are an effective method for encouraging high school students to think about their future and translate those thoughts into concrete actions.

By the way, Dr. Ozaki, you passed your first attempt at a high-level international conference!! That is wonderful. I have high expectations for your future work.

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Everyone, thank you all for your hard work. I believe these are wonderful achievements. I look forward to steady preparations for the presentations and, in parallel, continuing our research on these topics.

Thank you for your continued support.