This paper reports on a specific cognitive behavior often found when trying to understand a text not written in readers’ native language. Our research group conducted a questionnaire survey to examine Japanese readers’ cognitive behavior and awareness when reading English texts. We also conducted a factor analysis on this questionnaire to identify the behaviors often found when reading English. Participants were 56 Japanese students studying engineering at Chuo University. After reading the texts, a questionnaire consisting of 43 items was applied to the participants. We used exploratory factor analysis to identify the primary factors related to readers’ cognitive behavior and awareness when reading a non-native language. As a result of the analysis, mainly based on the highest contributing factors, it was suggested that readers may have made substitutions into Japanese, their own words, when reading the English texts. In other words, when reading a non-native language, the reader may read the texts by replacing them with their native language rather than comprehending it in that language. Based on the results of our experiment, it is expected that the research on the cognitive supporting systems may help readers to understand non-native languages quickly and smoothly.

The value of diversity in education is highly emphasized in recent years, particularly in the wake of the COVID-19 pandemic, by many scholars. MOOCs have contributed the shift to online learning by expanding the range of available learning opportunities. They have gained popularity, especially in higher education by providing unlimited access to lectures and rich learning materials by renowned and respected academics in a wide variety of areas, with no restrictions and at very low fees. Besides, reasons for enrolling in a MOOC might vary according to the learners’ preferences on its instructional design as well as their emotions. Knowing this, creating more effective online courses that address affective issues would attract a broader spectrum of students and optimize the learning experience.

This study intends to reveal the emotional features of MOOCs to gain a better understanding of why learners choose a specific course among hundreds of alternatives available on MOOC platforms. The study uses Kansei Engineering methodology by enriching it with text analytics algorithms for extracting the learners’ emotions from the user reviews. The research methodology includes the collection of reviews from MOOCs and then the analysis of them through NLP techniques to identify Kansei words characterizing MOOCs, specifically for the courses in the field of Analytical/Quantitative Methods. The expected output of this study is a Kansei corpus for online courses related to the given field.

The Covid-19 pandemic has triggered changes in learning due to the practice of social distancing to curb the spread of the virus. E-learning platforms have become the main platform for learning throughout the pandemic. However, e-learning does have challenges when it comes to ensuring student’s optimum participation throughout the learning experience that require extensive research about techniques and methods for an optimum e-learning experience. This includes various e-learning supporting tools that provides easy communication and immediate assistance to enhance user experience. The supporting tools or software usability and functionality design determined as imperative in enhancing the e-learning user experience. Thus, this research proposes a conceptual model for designing the e-learning supporting tools based on the CUE Model, integrated with Kansei Engineering for optimum user experience that can serve as a guideline for the e-learning supporting tools designer. The outcome of this research will create new research fields that incorporate multiple domains, including the e-learning domain, software and supporting tools design, emotions and user experience.

In response to the post-epidemic relationship and other factors, the number of students who transfer from abroad is increasing day by day; at present, the time and reasons why such children choose to return to their hometown to study are extremely diverse, and they often appear in the nature of flow, emergencies and individual cases.

At present, more and more "international transfer students" appear in the education system of their hometown and their home country, and they are facing great difficulties in both academic and interpersonal relationships. Because of their lack of language skills, such children cannot successfully integrate into education system after returning to hometown. In order to protect students' learning rights and avoid becoming "guests in the classroom", this study starts from the social and cultural context of toys among elementary school children; Analyzed and explored their cultural background through evaluation constructs, user journey maps, questionnaires, and applied grounded theory in qualitative research, as well as their emotional ups and downs during the game. Explore objects meaning and relationship represented in the social culture of children, to explore the emotional motivation of school children and the preferences of product modeling. It aims to understand the relationship between personal emotional fluctuations, environmental and use behavior, hoping to create more possibilities for future curriculum development, and toy design.