We developed a finger robot with a finger recognition device as teaching material that can be used for learning measurement and control in junior high school technology classes. This system with the finger recognition device is programmed to record the motions of the fingertips and joints without markers or cameras and to input 3D coordinate data into a computer. Moreover, it allows the finger robot to be controlled using a computer. The developed teaching materials were used in classes for first-year junior high school students. Results suggest that this teaching material is effective as guidance material for the basic components of a computer: "memory unit,” "control unit,” and "arithmetic and logical unit”.

This study attempts to develop a measurement scale to understand how students utilize design thinking in project-based learning to promote lesson studies in STEAM education in elementary schools. We prepared preliminary questionnaire items using definitions of the five steps of design thinking–empathizing, defining, ideating, prototyping, and testing–from the literature, such as the Stanford Design Guide and Stanford's Practical Design Thinking. We surveyed pupils who participated in J-STEAM education proposed by Moriyama et al., K City, H Prefecture, Japan. Confirmatory factor analysis showed that a model with five factors and 25 items aligned with the five steps and had a sufficient fit. We therefore named this the "Design Thinking Scale," as its validity and reliability were also confirmed. However, the number of survey respondents was insufficient, so continuing confirmation of its validity and reliability is necessary.

To develop a learning assessment criteria based on the project-based learning-process model for a school’s industrial department and examine the criterion-related validity and reliability of the criteria, practical lessons were given to 180 students in the electrical department of 4 technical upper secondary schools in T prefecture. Regarding research question 1, “criterion-related validity of learning assessment criteria” in the “thinking, judgment, and expressive” perspective, it was estimated that there were somewhat weak criterion-related validities among second-year students who had studied performance assessment before, but not significantly among first-year students who had not completed the same assessment. From the perspective of “the attitude to take the initiative in studying,” some rather weak criterion-related validities in perseverant effort and trying to effort self-regulated learning were observed. The second-order weighted κ coefficients for the inter-rater raters were calculated, and a medium level of reliability was confirmed in research project 2, “reliability of learning assessment criteria.” There were variations in performance assessment and understanding of the assessment criteria among the raters, indicating the importance of conducting an assessment criteria review meeting prior to the start of the unit to ensure a high degree of reliability.

A tablet device was provided to each student through the implementation of the GIGA School Concept. The specifications of the external connection terminals for these tablet devices varied depending on the operating system. Additionally, the development of measurement and control teaching materials that correspond to those external connection terminals was required. Therefore, we developed wireless interface learning materials that enable program transfers using IEEE 802.11, which is one of the wireless LAN-related standards, and aimed to verify their effectiveness through classroom practice. A web programming app was utilized for program creation. Program transfer involved transferring the compiled program from the website to the wireless interface learning materials. Classroom activities included learning about the role of interfaces, types of wireless communication standards, advantages and disadvantages of wireless communication, and security technologies for wireless communication. Students understood the mechanisms behind interfaces and wireless communication and gained knowledge on security technologies through the practical implementation. Additionally, students’ interest and engagement in these technologies increased.