In this research, a programming class was designed and implemented so that students could collaboratively learn by sharing information during the process of creating works (programs). This learning support system was evaluated through quantitative analysis based on the learning history, and analysis using questionnaires. As a result, it was found that there was almost no correlation between the number of references (i.e., the number to which the student referred pages written by other students) and test scores, but there were students with a high number of references among those with low test scores. In addition, it was found that there was no significant correlation between the number of being referred by other students and test scores, but the number of being referred of students with low test scores was low, and in many cases there was a reason in cases where they were referred. In contrast, there was no particular reason in a significant number of cases where students with high scores were referred, and they had a positive impact on the referring student. It was found that, by referring each other’s pages, there were more opportunities for students to read the code of other students, and they were able to learn collaboratively while receiving positive stimulation and influences.
