Main Article Content
The COVID-19 pandemic has forced educational institutions worldwide to shift to online education. In Japan, a questionnaire on online education was conducted at many universities. A survey on team-based classes at Kogakuin University revealed that about 70% of the students were not satisfied with the team-based performance assignments required by the university. Online communication seems to generate dissatisfaction, and whether text-based research can be accurately assessed in Eastern regions (including Japan) due to their high context culture is questionable. Therefore, this study proposed an evaluation using wearable devices and the application of physiological psychology. It reported a near 20-fold difference in the number of skin conductance responses above 3 between working alone and making an online call, and it was observed that many more active short-term responses occurred when making an online call. This result shows an essential factor for designing online education.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles published in JRAME represent the opinions of the author(s) and should not be construed to reflect the opinions of the Editor and the Publisher.
Copyright in the published manuscripts, including the right to reproduce the article in all forms and media, shall be assigned exclusively to the Publisher.
 Yamauchi, M. In a case study of online intercultural exchange, Bulletin of Chiba University of Commerce, Vol. 51(2), 2014, pp. 261-274.
 Tseng, H.W. and Yeh, H.T. Team members' perceptions of online teamwork learning experiences and building teamwork trust: A qualitative study, Computers & Education, Vol. 63, 2013, pp. 1-9.
 Yamashina, M. Cultural Differences in Communication: A Comparison between Japanese Perceptions and The Culture Map by Erin Meyer, Bulletin of Saitama Women's Junior College, Vol. 37, 2018, pp. 79-99. (In Japanese)
 Kusserow, M., Amft, O., Tröster, G. Monitoring stress arousal in the wild, IEEE Pervasive Computing, Vol. 2(2), 2012, pp. 28-37.
 Tsuruta, M. The number of issues, long hours of use, and lack of friends - Senshu University survey, resemon, URL: https://resemom.jp/article/2020/08/12/57608.html, accessed on 03/11/2020, 2020.
 Japan National Association of University Co-operatives public relations department. Urgent! Questionnaire for university and graduate students, Preliminary Results for University Students, Japan, URL: https://www.univcoop.or.jp/covid19/enquete/pdf/link_pdf02.pdf, accessed on 03/11/2020, 2020.
 Reich, J. and Ruipérez-Valiente, J.A. The MOOC pivot, Science, Vol. 363(6423), 2019, pp. 130-131.
 Reich, J. MOOC completion and retention in the context of student intent, Educause Rev, URL: https://er.educause.edu/articles/2014/12/mooc-completion-and-retention-in-the-context-of-student-intent, accessed on 03/11/2020, 2014.
 Xu, D., Jaggars, S.S. Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas, The Journal of Higher Education, Vol. 85, 2014, pp. 633-659.
 Xu, D., Solanki, S., McPartlan, P., Sato, B. EASEing students into college: The impact of multidimensional support for underprepared students, Educational Researcher, Vol. 47(7), 2018, pp. 435-450.
 White paper, JABEE. Basic Policy for Engineering and Design Education in JABEE, Japan, URL: https://jabee.org/doc/engineering_design_100430a.pdf, accessed on 03/11/2020, 2010.
 Miyata, H., Fujisawa, K., Kakigi, S., Yamazaki, K. New Physiological Psychology Vol. 1, 2006, Kinokuniya Bookstore, Tokyo. (In Japanese)
 Fowles, D.C., Christie, M.J., Edelberg, R., Grings, W.W., Lykken, D.T., Venables, P.H. Publication Recommendations for electrodermal measurements, Psychophysiology, Vol. 18(3), 1981, pp. 232-239.
 Misaki, D., Ge, X., Odaka, T. Toward interdisciplinary teamwork in japan: developing team-based learning experience and its assessment, paper presented in 2020 ASEE Virtual Annual Conference Content Access, 2020, Virtual Online.