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Game consoles have been adopted as a learning platform in school education. However, there is a scarcity of studies examining the utility of games consoles with built-in WiFi as affordable learning platforms in universities. This paper contributes to knowledge about the capacity of the Nintendo DSi to create new learning spaces mediated and supported by DSi consoles, free Flipnote Studio software for DS and a dedicated course website. An application of the DSi is described for remote supplemental language tutorial activities linking a dispersed body of students on a year-abroad programme. It was found that the use of DSi as a mobile learning platform has great potential if it is used in combination with shared webspace, such as Hatena, by increasing students' learning motivation and eliminating fears/uncertainty about their progress. [ABSTRACT FROM AUTHOR]

As the globalization of the economy has accelerated in recent years, the Internet has become an essential part of the infrastructure, primarily as a communications medium. In the Information Age society, the ADC principle (autonomy, distribution, and collaboration) has become an underlying assumption, which also applies to the institution of education. The fading power of Japan may come from its educational system, which emphasizes standardization and uniformity, while discouraging creativity and individuality. Now is the time for Japan to reevaluate its educational system at every level so that it better supports the societal and business needs of the Information Age economy. Therefore, this paper proposes five kinds of changes to the Japanese educational system. They are community networks, digital kids and participatory education, growing up digital and youth education, online higher education, and media literacy education for the elderly. First, community networks provide citizens with better and more convenient access to local services, activities, and information. Second, the notion of the digital kid suggests that it should be participatory, including all members of the community. Third, as digital kids grow up digital using the Internet would enhance both intergenerational and intra-generational communication in the twenty-first century. Fourth, online higher education should become widely available in Japanese society in the twenty-first century. Fifth, although media literacy education for the elderly in Japan is yet to come to its maturity, senior network groups are beginning to receive wider attention as they will provide Japanese elderly with a new avenue for communication. When and only when these educational reforms are pursued, will Japanese people be able to participate effectively in the global society. [ABSTRACT FROM AUTHOR]