Impact of introducing "Informatics I" to the common university entrance examination in Japan: a longitudinal study on students' perceptions of their information-related knowledge and skills from 2006 to 2026

A longitudinal study is investigating the impact of the introduction of "Informatics I" into Japan's Common Test for University Admissions, scheduled for 2025. This research uses an annual questionnaire administered to first-year University of Tokyo students from 2006 to 2026 to assess perceptions of information-related knowledge and skills. The primary goal is to understand how this high-stakes assessment influences informatics education and student capabilities, considering the diverse scope of the subject.

Why it matters

This study is strategically important because it evaluates how national-level educational assessments can shape curriculum and student capabilities in critical technology-related fields. Understanding these impacts is crucial for policymakers and educators to ensure that high-stakes tests promote genuine learning and skill development rather than inadvertently narrowing educational focus or distorting outcomes.

Key insights

• The study focuses on the impact of introducing "Informatics I" into Japan's Common Test for University Admissions in 2025, which is a large-scale, standardized, high-stakes assessment.
• It aims to analyze potential distortions in education arising from assessments in the diverse field of informatics, covering computer science knowledge and ICT skills.
• Data for the analysis is collected through a questionnaire administered annually to all first-year students at the University of Tokyo, spanning from 2006 to 2026.
• The research seeks to understand the effect of this new assessment on students' perceptions of their information-related knowledge and skills over time.

Source

arXiv — Computers and Society — https://arxiv.org/abs/2608.12924