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All Journal Cognitionis Civitatis et Politicae Research of Scientia Naturalis Journal of Social Entrepreneurship and Creative Technology Journal Markcount Finance Journal Neosantara Hybrid Learning Journal Emerging Technologies in Education International Journal of Educational Narratives
Riko Kobayashi
Hitotsubashi University
Agriculture, Biological Sciences & Forestry Chemistry Decision Sciences, Operations Research & Management Physics Social Sciences

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GOVERNMENT COMMUNICATION STRATEGIES IN THE AGE OF SOCIAL MEDIA POLITICS Sudarti Sudarti; Kaito Tanaka; Riko Kobayashi
Cognitionis Civitatis et Politicae Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/politicae.v3i2.3774

Abstract

Government communication strategies have undergone significant transformation with the advent of social media, changing how governments interact with their citizens. In an era where social media has become a primary platform for political discourse, governments are adopting new communication approaches to foster engagement, transparency, and public participation. This study aims to explore the effectiveness of government communication strategies on social media, comparing their impact in both democratic and authoritarian regimes. The research examines how different governments utilize social media platforms like Facebook, Twitter, and Instagram to convey messages, interact with the public, and influence political behavior. A qualitative research design was employed, utilizing content analysis and expert interviews across four countries: the United States, Brazil, the United Kingdom, and China. The findings indicate that democratic governments engage more successfully with the public through transparent, interactive posts, fostering higher levels of trust and participation. In contrast, authoritarian governments utilize social media primarily as a tool for broadcasting state-controlled messages with minimal public engagement. The study concludes that government communication strategies should prioritize transparency and interactivity to enhance public engagement and trust in democratic societies, while authoritarian regimes may benefit from adopting more participatory approaches to improve public communication.
NANOMATERIALS FOR CATALYTIC CONVERTERS: IMPROVING AIR QUALITY THROUGH INNOVATION Haruto Takahashi; Riko Kobayashi; Nisreen Al Sayid
Research of Scientia Naturalis Vol. 2 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/scientia.v2i2.2010

Abstract

Air pollution remains a critical global issue, largely due to emissions from vehicles. Catalytic converters play a vital role in reducing harmful pollutants, but their efficiency can be improved through innovative materials. Nanomaterials have emerged as promising candidates for enhancing catalytic converter performance. This study aims to investigate the application of nanomaterials in catalytic converters to improve their efficiency in reducing harmful emissions. The research focuses on identifying specific nanomaterials that can enhance catalytic activity and longevity. A comprehensive review of existing literature on nanomaterials used in catalytic converters was conducted. Laboratory experiments were performed to evaluate the catalytic performance of various nanomaterials, including metal nanoparticles and nanocomposites, in simulated exhaust conditions. Emission measurements were analyzed to assess effectiveness. Findings indicate that the incorporation of nanomaterials significantly enhances the catalytic activity of converters. Metal nanoparticles demonstrated improved oxidation and reduction reactions, resulting in higher conversion rates of NOx, CO, and unburned hydrocarbons. The study also identified optimal concentrations and combinations of nanomaterials for maximum efficiency. This research highlights the potential of nanomaterials to transform catalytic converters and improve air quality.  
HAPTIC FEEDBACK AND PRESENCE IN VIRTUAL REALITY: AN EXPERIMENTAL STUDY ON THE IMPACT OF TACTILE SENSATIONS ON USER IMMERSION Ethan Tan; Riko Kobayashi; Lena Hoffmann
Journal of Social Entrepreneurship and Creative Technology Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jseact.v2i6.2969

Abstract

The integration of haptic feedback into Virtual Reality (VR) systems has gained significant attention as a means to enhance user immersion and presence. While visual and auditory feedback have been extensively studied, the impact of tactile sensations on users' experience of immersion in VR environments remains underexplored. This study investigates the effects of different types of haptic feedback on user presence and immersion in VR. The research aims to determine how tactile sensations, such as vibration and force feedback, influence users' engagement and emotional involvement in virtual environments. A mixed-methods approach was used, involving 90 participants who were exposed to three conditions: no haptic feedback, basic haptic feedback (vibration), and advanced haptic feedback (force and texture simulation). Quantitative data were collected through immersion and presence questionnaires, while qualitative data were gathered through post-experiment interviews. The results show that advanced haptic feedback significantly improves both user presence and immersion compared to the other two conditions. Participants in the advanced feedback group reported higher emotional engagement, greater realism, and improved cognitive involvement. These findings suggest that haptic feedback plays a critical role in enhancing VR experiences by fostering a stronger sense of being "there" in the virtual world. The study concludes that incorporating sophisticated tactile feedback is essential for improving user immersion in VR.
THE PARADOX OF AI PERSONALIZATION: DECIPHERING THE INTERPLAY BETWEEN ALGORITHMIC CUSTOMIZATION AND CONSUMER PRIVACY ANXIETY IN E-COMMERCE Anisa Rosdiana; Kaito Tanaka; Riko Kobayashi
Journal Markcount Finance Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jmf.v4i3.3880

Abstract

Artificial intelligence has transformed e-commerce through algorithmic personalization systems that provide customized recommendations, predictive advertising, and individualized shopping experiences. By analyzing behavioral and transactional data in real time, these systems enhance consumer convenience, purchasing efficiency, and platform engagement. However, increased reliance on data collection and predictive analytics has intensified concerns regarding privacy intrusion, surveillance, and loss of control over personal information. This study aimed to examine the relationship between AI-driven personalization and consumer privacy anxiety in e-commerce environments. Particular attention was given to the effects of algorithmic customization on consumer trust, purchase intention, perceived convenience, emotional discomfort, and privacy-related concerns. A mixed-methods explanatory sequential design was employed involving 450 active e-commerce consumers from five major online shopping platforms. Quantitative data were collected through standardized questionnaires, while qualitative data were obtained through behavioral simulations, reflective response forms, and semi-structured interviews. Structural equation modeling, regression analysis, and correlation testing were used to examine relationships among variables. Results revealed that AI personalization significantly increased consumer engagement, perceived shopping convenience, and purchasing intention. Nevertheless, privacy anxiety and surveillance concerns remained evident despite positive attitudes toward personalization benefits. Perceived algorithmic transparency and greater consumer control over personal data reduced emotional discomfort and strengthened trust in digital platforms. These findings indicate that sustainable AI personalization requires the integration of technological efficiency, ethical transparency, consumer empowerment, and responsible data governance.
DESIGNING HYBRID LEARNING FOR MULTICULTURAL CLASSROOMS: EQUITY, ACCESS, AND PEDAGOGICAL RESPONSIVENESS Kaito Tanaka; Riko Kobayashi; Haruka Sato; Noorhani Dyani Laksmi
Journal Neosantara Hybrid Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i2.3967

Abstract

The rapid expansion of hybrid learning environments has intensified existing equity and access disparities within multicultural classrooms, where students from linguistically, culturally, and socioeconomically diverse backgrounds encounter differential barriers to meaningful educational participation. Pedagogical frameworks designed for homogeneous learner populations remain inadequate in addressing the intersecting dimensions of cultural identity, digital access inequality, and instructional responsiveness that define contemporary multicultural educational contexts. This study aims to examine how hybrid learning environments can be deliberately designed to promote equity, broaden access, and enhance pedagogical responsiveness across multicultural classroom settings in diverse educational institutions. A qualitative multiple case study design was employed across six multicultural secondary schools in three countries, utilizing semi-structured interviews with 54 educators and focus group discussions with 120 students, analyzed through reflexive thematic analysis. Four design principles emerged as foundational to equitable hybrid learning: culturally responsive digital scaffolding, flexible multimodal content delivery, inclusive assessment architecture, and community-anchored technology integration. Institutions implementing all four principles demonstrated measurably higher student engagement and cross-cultural participation rates compared to partial-implementation counterparts. Intentionally designed hybrid learning frameworks that center cultural equity and pedagogical responsiveness can substantially reduce participation barriers and foster inclusive educational experiences across multicultural classroom contexts.
Applying Augmented Reality for History Lessons in Japan Riko Kobayashi; Haruka Sato; Ren Suzuki; Sara Hussain; Usman Tariq
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2162

Abstract

Background. The integration of Augmented Reality (AR) into history education holds the potential to enhance student engagement and comprehension by providing immersive, interactive learning experiences. A mixed-methods approach was adopted, combining pre- and post-tests with interviews and focus groups. The findings suggest that AR can serve as a transformative tool in history education, bridging the gap between abstract content and lived experience. Purpose. This study investigated the effectiveness of AR-enhanced history lessons in Japanese high schools. A total of 200 students aged 15–18 participated in a quasi-experimental study, with one group receiving AR-based instruction and a control group continuing traditional methods. Method. Quantitative results showed a 25% improvement in historical knowledge among AR users versus 5% in the control group (p < 0.001). Qualitative feedback indicated higher engagement, improved retention, and greater enthusiasm toward history learning. Results. The findings indicate a significant increase in student engagement and understanding of historical events, with 85% of students reporting improved retention and a deeper understanding of history. Teachers noted a positive shift in students’ enthusiasm for learning history. Conclud.  AR technology enhances history education by providing immersive and interactive learning experiences, leading to greater student engagement and better knowledge retention.  
Effectiveness of Career Guidance Program in Improving Students’ Job Readiness Sota Yamamoto; Riko Kobayashi; Samantha Gonzales
International Journal of Educational Narratives Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i2.2153

Abstract

Background. With increasing competition in the labor market, students must possess not only academic knowledge but also the practical skills and emotional readiness to transition into professional environments. Purpose. This study aims to evaluate the effectiveness of a career guidance program in improving students’ job readiness, focusing on key factors such as self-efficacy, communication skills, and career decision-making abilities. Method. A quantitative research design was employed, using pre- and post-surveys to assess the program’s impact on a sample of 300 high school students. The data were analyzed using descriptive statistics and paired sample t-tests. Results. The results indicate a significant improvement in students’ job readiness after participating in the career guidance program. The most notable gains were observed in self-confidence, the ability to make informed career decisions, and the development of job-search skills. Conclusion. The study concludes that career guidance programs are highly effective in equipping students with the necessary skills and mindset to succeed in the job market. Schools and educational institutions should prioritize the implementation of such programs to better prepare students for future employment opportunities.  
Digital Storytelling and STEM Identity: A Narrative Inquiry of Female High School Students in Japan Kaito Tanaka; Riko Kobayashi; Haruka Sato
International Journal of Educational Narratives Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i4.2208

Abstract

Background. Despite Japan’s global reputation for technological innovation, female representation in science, technology, engineering, and mathematics (STEM) fields remains disproportionately low. Cultural expectations, gender norms, and limited role models contribute to the underrepresentation of young women in STEM pathways. Purpose. This study explores how digital storytelling can serve as a transformative pedagogical tool to support the development of STEM identity among female high school students in Japan. Method. Using a qualitative narrative inquiry approach, the study engaged 15 female students aged 16–18 from three urban high schools. Participants created and reflected on personal digital stories that connected their lived experiences with STEM-related aspirations, interests, or challenges. Results. Data were collected through digital artifacts, in-depth interviews, and reflective journals, then analyzed thematically. Findings reveal that digital storytelling enabled participants to articulate their evolving sense of agency, challenge internalized gender stereotypes, and envision themselves in future STEM careers.  The process fostered increased confidence, self-recognition as potential STEM contributors, and a sense of belonging in scientific discourse. Conclusion. This study demonstrates the potential of narrative-based, multimodal learning tools in reshaping STEM identity formation for underrepresented groups. It contributes to feminist pedagogy and STEM education research through the intersection of narrative, identity, and digital media.  
Co-Authors Anisa Rosdiana Ethan Tan Haruka Sato Haruto Takahashi Kaito Tanaka Lena Hoffmann Nisreen Al Sayid Noorhani Dyani Laksmi Ren Suzuki Samantha Gonzales Sara Hussain Sota Yamamoto Sudarti Sudarti Usman Tariq