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This paper describes the cloud implementation of Active Textbook System (A-txt) and Contents Maker (C-mkr), which are educational applications for smart terminals that the authors have proposed. These apps use "marker less AR technology", allowing anyone to easily add digital information to regular paper textbooks. By putting these servers in the cloud, users can now use them anytime and anywhere. In addition, this paper also states the development of classes using these apps. We aim to improve educational effectiveness by allowing students to use these apps to create original reference materials by attaching additional content to paper materials. We call this educational method self-decoration, or "Sel-Deco", because the students decorate their textbooks themselves. This time, in classes where this Sel-Deco method was applied, good results were obtained in terms of student satisfaction and educational effectiveness, showing the effectiveness of the Sel-Deco style class. [ABSTRACT FROM AUTHOR]

This study analyzes students' impressions of deep-sea 3D video experiences delivered through a head-mounted display. Four female students watched an undersea expedition video and answered seven structured questions, followed by an open-ended prompt. Their responses revealed that 3D imagery significantly enhanced immersion, visual appeal, and educational engagement compared to traditional 2D images. Participants consistently rated the questions highly, citing immersive qualities, sustained attention, and increased understanding as notable benefits. A co-occurrence network analysis of the open-ended responses identified "immersive," "realistic," and "engaging" as central themes, reflecting how students felt deeply involved in the depicted scenes. "Educational" and "understanding" emerged as interconnected concepts, indicating students perceived that 3D visuals improved their comprehension of complex subjects. Terms like "fun" and "enjoyable" linked closely with "3D viewing," emphasizing the technology's motivational value. Overall, this study confirms that 3D imagery offers substantial educational benefits by promoting focus, understanding, and enjoyment, suggesting potential applications in fields requiring spatial comprehension. However, due to the small sample size, results cannot be fully generalized. [ABSTRACT FROM AUTHOR]

This study delves into the innovative initiative at Suzuka National College of Technology, where a creative workshop initially established onsite for entrepreneurial experimentation has been replicated in a virtual space to enhance the educational experience in startup education; by integrating real-time simulations with foundational business theories the virtual center not only provides a platform for testing business ideas through simulations that mimic market reactions and consumer behavior but also bridges the gap between theoretical knowledge and practical application, which is crucial in practical engineering education where experiential learning is key. This dual-environment approach not only facilitates the development of practical skills but also enables students to gain insights into the realities of business management and innovation, preparing them effectively for the challenges of the entrepreneurial world; the future of this virtual center looks promising as it plans to incorporate tools for business planning, financial forecasting, and market analysis to provide a comprehensive preparation platform for students, ensuring they are well-equipped to conceive, plan, and execute their business ideas successfully. [ABSTRACT FROM AUTHOR]

This paper presents one project on integrating digital innovation in faculty development by creating academic portfolios. Academic portfolios document the multifaceted achievements of faculty members and help them in their professional progress and self-evaluation. This initiative adopted a systematic approach following the TU guidelines, incorporating lectures, mentoring, and collaborative sessions, and guiding educators to create portfolios that integrate teaching, research, and service activities. The project's use of digital tools enabled time efficiency, accessibility, and iterative improvement and improved the transparency and scope of faculty performance. The digital platform also facilitated real-time feedback and integration of the portfolio with a wider digital repository, which aligns with environmentally sustainable practices. Participant feedback highlighted increased motivation and a deeper understanding of the interaction between teaching and research. The project demonstrated that the digital portfolio powerfully aligned teachers' activities with their professional ethos and promoted continuous development and personal growth goals. This approach suggests the potential for transforming faculty development in the academic community. [ABSTRACT FROM AUTHOR]