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The analysis of learning behaviors from the log data of digital textbooks is beneficial for improving education systems. The focus of discussion in any analysis of learning behaviors is often on discovering the relationships between learning behavior and learning performance. However, little attention has been paid to investigating and analyzing learning patterns or rules among learning style of index (LSI), cognitive style of index (CSI), and the logs of digital textbooks. In this study, the authors proposed a method to analyze learning patterns or rules of reading digital textbooks. The analysis method used association analysis with the Apriori algorithm. The analysis was conducted using logs of digital textbooks and questionnaires to investigate students' learning and cognitive styles. From the detected meaningful association rules, this study found three student types: poorly motivated, efficient, and diligent. The authors believe that consideration of these student types can contribute to the improvement of learning and teaching. [ABSTRACT FROM AUTHOR]

Seamless learning has been recognized as an effective learning approach across various dimensions including formal and informal learning contexts, individual and social learning, and physical world and cyberspace. With the emergence of seamless learning, majority of the current research focus on realizing a seamless learning environment at school or university. However, the utilization of the collected learning logs still remains a challenge yet to be explored. In this study, an e-book with ubiquitous learning system called SCROLL is developed to collect and analyze learning logs in the seamless learning environment. Moreover, this paper presents our analytics in contribution to bridging the learning between eBook learning and real-life learning. An experiment was conducted to evaluate (1) whether VASCORLL 2.0 (Visualization and Analysis System for Connecting Relationships of Learning Logs) is effective in connecting the words learned through eBook to those learned from real-life, and (2) which social network centrality is the most effective to enhance learning in the seamless learning environment. Twenty international students participated in the evaluation experiment, and they were able to increase their learning opportunities by using VASCORLL 2.0. Furthermore, the betweenness centrality was found useful in finding central words that bridge eBook and real-life learning. [ABSTRACT FROM AUTHOR]

Acquisition of new cis-regulatory elements (CREs) can cause alteration of developmental gene regulation and may introduce morphological novelty in evolution. Although structural variation in the genome generated by chromosomal rearrangement is one possible source of new CREs, only a few examples are known, except for cases of retrotransposition. In this study, we show the acquisition of novel regulatory sequences as a result of large genomic insertion in the spontaneous mouse mutation Hammer toe (Hm). Hm mice exhibit syndactyly with webbing, due to suppression of interdigital cell death in limb development. We reveal that, in the Hm genome, a 150-kb noncoding DNA fragment from chromosome 14 is inserted into the region upstream of the Sonic hedgehog (Shh) promoter in chromosome 5. Phenotyping of mouse embryos with a series of CRISPR/Cas9- aided partial deletion of the 150-kb insert clearly indicated that two different regions are necessary for the syndactyly phenotype of Hm. We found that each of the two regions contains at least one enhancer for interdigital regulation. These results show that a set of enhancers brought by the large genomic insertion elicits the interdigital Shh expression and the Hm phenotype. Transcriptome analysis indicates that ectopic expression of Shh up-regulates Chordin (Chrd) that antagonizes bone morphogenetic protein signaling in the interdigital region. Indeed, Chrd-overexpressing transgenic mice recapitulated syndactyly with webbing. Thus, the Hm mutation provides an insight into enhancer acquisition as a source of creation of novel gene regulation. [ABSTRACT FROM AUTHOR]

Mobile and ubiquitous technologies have been applied to a wide range of learning fields such as science, social science, history and language learning. Many researchers have been investigating the development of ubiquitous learning environments; nevertheless, to date, there have not been enough research works related to the reflection, analysis and traces of learners' activities in the history of ubiquitous learning environment. Therefore this paper presents a research on the design and development of a dashboard function which proposes new opportunity for ubiquitous learning. The dashboard captures, analyzes and visualizes traces of learning activities in order to promote awareness and enables learners to reflect on their own activity and helps to recall what they have learned. An initial evaluation has been conducted with 14 international students. Results indicate that the dashboard is a useful tool for self-reflection on activities and recall what learners have learned by repeated quizzes. [ABSTRACT FROM AUTHOR]

This paper explores a context-aware and personalization method in Mobile Learning system based on ubiquitous learning logs. Ubiquitous learning log stands for the log of knowledge or learning experience acquired ubiquitously. We construct a ubiquitous learning log system called SCROLL (System for Capturing and Reminding of Learning Log). Our research focuses on helping learners recall what they have learned making use of the learning contexts and learners' learning habits. Our measures consist of three main actions, which are to recommend learning objects in accordance with both learners' needs and contexts, to detect their learning habits using the context history and to prompt them to review what they have learned regarding their learning habits. What's more, by monitoring learners' reaction on the recommendation or prompting, the system can improve its prediction. An experiment was conducted to evaluate SCROLL and our method. The results of the experiment demonstrate that the learners benefited from the system and the context based recommendation and learning habit based prompting also motivated them to study more. [ABSTRACT FROM AUTHOR]

This paper describes a self-directed and task-based language-learning environment supported by "Learning-log Navigator", which is a function in SCROLL (System for Capturing and Reusing of Learning Logs). SCROLL allows learners to record and share their daily learning experiences as ULL (ubiquitous learning logs) with locations, photos and/or videos using their smartphones, and provides quizzes that are generated from ULL so that they can remember past learning experiences. Since the ULLs are shared with the other learners, the learner can learn new words from the other learner's learning experiences. However, answering quizzes is not enough in order to learn from the other learners' ULL. Therefore, this paper proposes a learning log navigator to recommend suitable tasks in the basis of learning by doing for sharing learning experiences. Also the evaluation was conducted by overseas students who learn Japanese language in Japan. [ABSTRACT FROM AUTHOR]