There is a demand to learn about optical illusion because the image contents involves an illusionary phenomenon. Conventional optical illusion learning is consisted of only simulation and questions about optical illusion, and it was difficult to learn to use optical illusion in image contents. In this system, knowledge of optical illusion can be applied to image contents by answering questions about optical illusion in image contents. By recording and analyzing answers and illusion amount, it is possible to use countermeasures against occurrence and alleviation of optical illusions in image contents. Based on the result of the evaluation questionnaire, this system was verified as effective for learning to use optical illusion in image content creation.
In this paper, we describe the approach that the systematized the process of student created mathematics exercises and answers and updating the contents of the mathematical exercise book. This effort was made to solve the problem that in general exercise book does not correspond to the learning content of the department or the level of the student. This effort led students to grasp the parts that they did not understand by making mathematics exercises and commentaries, and to review the contents learned in the past. Furthermore, based on the learning items of each subject, it can select necessary mathematics exercises and respond to the rapid change of the departmental situation such as curriculum change. As a result of this effort, the pass rate of mathematics subjects improved and the retention rate of learning contents increased.
The purpose of this study is to verify the usefulness of a learning task analysis diagram in instructional design made by university students who major in technology education. 8 university students who experienced teaching practice made learning task analysis diagrams and then those were analyzed. As a result, the characteristics of the learning task analysis diagrams were clarified, were clarified, including the type of diagram, the number of learning tasks, the transition of extraction, and the flow of learning. In addition, as a results of questionnaire survey, it was suggested that the structure and sequence of learning tasks are visually represented, which is useful in instructional design.
The present study proposes an icebreaker method for PBL with gamification. The proposed gamification delivers students opportunities to consider designs of artificial objects from a standpoint of Cognitive Psychology, which enhances readiness of problem findings in PBL. The present paper describes the results of analyses of reports by students as well as the results of evaluations of the gamification as learning activity. The report analyses showed that the students recognized importance of being interested in things of everyday life to realize problems and the necessity of activeness in the initial phase of team building. In addition, the evaluation results indicated that they found positive meanings of the learning activities connected, with interest, the learning activities to their own career.
The purpose of this study is to demonstrate the actual state of self-directed learning through content analysis of articles in Journal of JSEE from the perspective of curriculum. Analysis shows that individual self-directed learning practices are implemented horizontally across multiple subjects and programs and vertically ranging from basic to advanced levels. In addition, they have a tendency to be practiced in seminar style classes. Three case analyses on production activities and the study of engineering ethics give detailed descriptions about learning process and operational structure.
Safety education was given to first-year university students in engineering majors in a course called “Basic Training for Manufacturing.” A questionnaire conducted afterward surveyed their knowledge regarding safety. The questionnaire results showed that the occupations desired by students after graduation focused on three in particular and a correspondence analysis of the relationship with safety knowledge was conducted. The results of that analysis showed that the safety knowledge required to prevent accidents was clear and that in the future it is possible to share and utilize information for safety training. For the future, based on this knowledge, an educational program is being planned to improve risk sensitivity of individual students.
This paper reports a learning environment of research project at geographically distributed high schools in the University and High School collaboration program. We developed a learning environment that supports planned progress in a research project, detailed guidance on technical issues, provision of common rubrics, and exchange with students of other high schools. After a one-year trial for two high schools, we evaluated the effectiveness of the learning environment for students and teachers in the high schools.
The purpose of this study is to examine the knowledge of the architectural design education for freshman. In particular, the difference between Japanese students and foreign students was revealed by questionnaire. The following results were obtained : 1) The modeling is more effective than drawing plan for foreign students to understand architectures. 2) The problems about understanding drawings are the meaning of the line and symbols. So, it is important to make environments to be taught each other. 3) The most difficult matter in case of drawing is the expression and the curve of the line. Textbook is utilized for foreign students to understand plan and learn method.
Utsunomiya University has engaged in Student Formula activity since 2001. In this activity students participate in Student Formula Japan competition on a yearly basis. Although it takes five to six years to develop new vehicles in automotive manufactures, students are required to design and construct a new competition vehicle within a year. Furthermore, they must practice racing and motorsport driving techniques. Many of the graduates who participated in Student Formula Japan are very active in the front lines of the automotive industry. In this paper we introduce the approach to Student Formula Japan in Utsunomiya University and its educational effects (especially Engineering Ethics) based on the questionnaire following up graduation.
Color scheme is an indispensable existence from our lives, and clothes are also important for the formation of impressions. The problem with the conventional learning method was that after actually coloring, feedback on that answer could not be obtained. In order to solve this problem, in this research, we have developed a computer system that can color interactively in clothes shaped figures. In addition, in this system, we have developed PCCS, coloring technique and its judgment function, answer advisory function, answer preservation function for more effective learning. As an application of this system, we have developed a method using a personal color was also shown. From the evaluation experiments, we have verified the validity, usability and operability of the system.
Our school event termed “Amazing Science Festival” in National Institute of Technology, Kure College, was reported. This event ran from 2013 to provide experiences for the fun of science activities and the real thrill for manufacturing to many citizens, especially small children by communicating with our students. This event currently got big in Kure area because the number participants is drastically increased to be about 1000 by collaboration with “Incubation Work”, which is one of the PBL education curriculum starting from 2015. The achievement and the brief overview are shown in this paper.