Arima, Shun



Research Centers and Institutes, Keio University Global Research Institute (Mita)


Project Assistant Professor (Non-tenured)/Project Research Associate (Non-tenured)/Project Instructor (Non-tenured)

Academic Degrees 【 Display / hide

  • Ph.D. in Media Design, Keio University, Coursework, 2021.09


Papers 【 Display / hide

  • Lessons Learned: Design of Online Video Co-creation Workshop for ESD

    Arima S., Assilmia F., Maekawa M.S., Okawa K.

    Communications in Computer and Information Science (Communications in Computer and Information Science)  1624 CCIS   536 - 559 2022

    ISSN  18650929

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    This paper discusses the design of online video co-creation workshop for ESD (education for sustainable development). Our research team designed and practiced a workshop program for 112 Japanese high school students from July to November 2020. This workshop program aims for high school students to acquire abilities, attitudes, and key competencies emphasized in ESD through co-creating short videos promoting SDGs activity. Focusing on the four teams that were particularly effective from the quantitative data of the workshop, we will analyze the work process of those teams and summarize the design recommendations for the video co-creation workshop. This research explores the possibility of online video co-creation as an ESD method and contributes to sustainable ESD research even in the era of COVID-19.

  • Re-Design Classroom into MOOC-like Content with Remote Face-to-Face Sessions during the COVID-19 Pandemic: A Case Study in Graduate School

    Arima S., Yasui M., Okawa K.

    L@S 2021 - Proceedings of the 8th ACM Conference on Learning @ Scale (L@S 2021 - Proceedings of the 8th ACM Conference on Learning @ Scale)     299 - 302 2021.06

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    This paper introduces a case study that redesigns graduate school classrooms into massive open online course (MOOC)-like content with remote face-to-face sessions. Due to the influence of COVID-19, the higher-education environment is rapidly shifting to an online environment in many institutions. Therefore, instructors need to transform lessons they have been doing in physical classrooms to an online format. However, just conducting the same talks online is not enough to provide students with satisfactory learning. Instructors need to redesign class content and structure to optimize them for the online environment. In this case study, the research team and an instructor redesigned an existing graduate school class into MOOC-like content. We will discuss the specific methods and benefits of this initiative.

  • Design and Practice of ESD in High School in Japan through Online Video Co-creation Workshop

    Arima S., Assilmia F., Maekawa M.S., Okawa K.

    International Conference on Computer Supported Education, CSEDU - Proceedings (International Conference on Computer Supported Education, CSEDU - Proceedings)  1   640 - 647 2021

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    This paper discusses the design and practice of ESD (Education for Sustainable Development) through an online video co-creation workshop for Japanese high school students. Our research group has designed a workshop program that co-creates short videos to promote the UN SDGs (Sustainable Development Goals). The workshop took place from July to December 2020 and involved 112 Japanese high school students. The workshop consists of four phases: Research, Planning, Making, and Reviewing. Through questionnaires and qualitative observational surveys, we analyzed whether participating students could learn the seven abilities and attitudes emphasized in ESD in each phase. As many learning environments shift to online due to COVID-19, this paper explores ESD workshops that can be realized even in online environments, contributing to ESD research.

  • Plane-Gazing Agorá: Design for Building a Community at The Airport Observation Deck Through Photography Activities

    Arima S., Sato C., Yamanouchi M.

    Communications in Computer and Information Science (Communications in Computer and Information Science)  1294   529 - 537 2020

    ISSN  18650929

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    This paper discusses Plane-Gazing Agorá, a cyber-physical environment at the airport observation deck that stimulates taking and sharing photos of airplanes. Since airports worldwide are on intense competition, airport operators are recognizing the need for differentiating themselves. Our research spotlights the airport observation deck; focusing on the customers’ activities on taking and sharing photos of airplanes. The experience at the observation deck is site-specific and unique, hence we see the potential to contribute to the need for differentiating themselves. Plane-Gazing Agorá consists of the following 2 phases. (1) Photo-taking support by interactive displays installed in various spots on the deck and app. These display information about the upcoming aircraft and suitable shooting locations. The dedicated app provides congestion information and weather forecast for the deck. (2) Photo-sharing support by a public screen and app. Photos displayed on a large public screen are selected from photos posted by customers. The airplane photographers can post these photos from a dedicated app. This paper seeks a community centered on the observation deck that shall be formed by the experience design of the hybrid of cyber-physical space.

  • Enhancing Educators' Social Presence in MOOCs: Design of Daily Video Blog

    Arima S., Miyakita G., Yasui M., Okawa K.

    Proceedings of 2019 IEEE Learning With MOOCS, LWMOOCS 2019 (Proceedings of 2019 IEEE Learning With MOOCS, LWMOOCS 2019)     36 - 41 2019.10

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    This paper discusses the design of a video blog to enhance the social presence of educators in MOOCs. Social presence is considered to be one of the critical factors in education, and MOOCs are no exception. However, in the most existing MOOCs, educators' social presence is limited due to its predefined, linear course structure, as well as text-based semi-synchronous conversation. Hence, this research proposes a daily video blog, which focuses on presenting: 1) Educators Biography; educators' background and experience in the subject area, 2) Educators Feedback; educators' response to learners' questions raised in the course, and 3) Educators Discussion; educators' debate on the latest trends surrounding the course topicto further augment educators' social presences. This paper studies the computer science course of FutureLearn which was conducted in October 2018 and April 2019. A series of short videos were uploaded per day on YouTube and shared with learners alongside the four weeks course. Through observing educators and learners' behavior, as well as conducting interviews with learners, the findings suggest a positive impact of a video blog on enhancing educators' social presence and further opens up new possibilities and new ways in designing MOOCs.

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