In student research activities, student autonomy is essential for maximizing learning outcomes. To promote proactive research activities at KOSEN from a student’s perspective, this paper first analyzes factors hindering autonomy, focusing on graduation research, based on an awareness survey of 2nd to 5th-year students. We identify major barriers, including the lack of transparency in research activities before starting graduation research, the entrenchment of passive learning habits caused by the curriculum, and mismatched guidance styles during graduation research. Finally, to address these issues, we propose improvement measures aligned with actual conditions, such as visualizing and initiating research activities early, utilizing inquiry-based experimental activities, and establishing “accompaniment-style” guidance.

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This study presents a programming learning support system that integrates learning logs from a digital textbook and an exercise management system. The system estimates exercise difficulty using both learning-item tags and performance metrics such as correctness, and presents review items to learners accordingly. A classroom experiment with 22 university students demonstrated that the proposed method helped learners review efficiently and maintain motivation. The results suggest that the system effectively supports individualized programming learning and facilitates continuous improvement of learning materials.

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In Object-Oriented Programming education, it is extremely difficult to encourage students to voluntarily apply abstract concepts such as UML to actual design. In this study, we completely revised the teaching materials to integrate UML and implementation using GUIs as a topic, and examined the impact of this revision. Quantitative and qualitative analyses revealed a significant improvement in performance on standard assignments, with a moderate effect size (ε²=0.127). Furthermore, the rate of spontaneous use of class diagrams in final assignment reports dramatically increased from 4.0% before the revision to 71.4% ( p<.001), demonstrating that an educational design that moves back and forth between design and implementation is extremely effective in solidifying abstract concepts.

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To aid learners’ understanding of Object-Oriented Programming (OOP), we supplement source code with Unified Modeling Language (UML) diagrams. Using established conversion rules, a class diagram and its corresponding source code can be automatically mapped when the classes share an inheritance relationship. Likewise, tracking rules enable us to follow the correct method resolution within an inheritance hierarchy. Nevertheless, accurately correlating source code with Object and Sequence Diagrams requires a solid grasp of OOP fundamentals. Accordingly, in the course “Object-Oriented Programming and Exercises” we examined students’ errors in inheritance-related classes. The results indicate that these errors can serve as reliable indicators of students’ comprehension of inheritance.

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We have developed systematic video lessons to support preparations and review for class and online tests for the students in National Institute of Technology (KOSEN). Using video lessons distributed in MS Teams group chat according to the progress of each class, the students can study the key points of the class and answer to the questions at their own pace at any time and in any place. As a class exercise, the students took an online examination using WebClass (LMS). From the results of a student questionnaire given after the practice, about 85.4-91.0% of the students found the video lessons to be helpful. In addition, about 83.6-86.4% of them found the online examinations in the WebClass to be useful.

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This study reports the implementation of a multi-stage flipped classroom in an engineering course. The instructional design consisted of sequential learning stages, including dictation, script preparation, reading aloud, student presentations, and discussion. Pre-class activities required students to transcribe and rehearse instructor-modeled explanations using recorded lectures and slide materials. In-class sessions focused on presentations and question-and-answer interactions to support the externalization and refinement of understanding. An essay-based test administered at the end of the course indicated a tendency toward improved conceptual understanding among students regardless of GPA level. Although conducted on a small scale, this study illustrates a practical approach to designing a staged flipped classroom in engineering education.

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This paper reports on the implementation of PBL (Project Based Learning) conducted with traditional manufacturing companies in our hometown of Kitakyushu City. This initiative yielded results such as product development that contributes to the local community and changes in students’ awareness toward contributing to the region.

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This study evaluates the use of generative AI for persona-based assessment in project-based learning (PBL). Students often struggle to objectively evaluate their own ideas. To address this challenge, generative AI was assigned specific social personas - such as university staff or local entrepreneurs - to review student solutions. Based on structured prompts requesting positive feedback and specific concerns, the AI served as cognitive scaffolding. Findings from surveys and case studies revealed this approach significantly enhanced students’ acquisition of diverse perspectives and the realism of their ideas. In conclusion, persona-based AI evaluation functions as an educational tool that develops student solutions from subjective concepts into practical outcomes.

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The recent push for digital transformation has made digital engineering skills essential across manufacturing fields. These skills include the use of digital technologies such as 3D CAD and 3D printers, as well as the capability to materialize designs. This study developed 3D CAD teaching materials based on a digital tracing method, which involved tracing and modeling using 3D scan data from physical objects. The materials were implemented in classes for electronic and information engineering students, and the completeness of their 3D models was evaluated. The results confirmed the effectiveness of the method for students lacking drawing literacy and spatial cognition, supporting rapid acquisition of 3D CAD skills.

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This study developed EDIT-Blocks, a visual programming environment for the educational nanosatellite EDIT (Educational Satellite for Idea and Technology), to support introductory satellite software education. The system was designed to help learners understand the structure and behavior of satellite software intuitively through block-based programming. It was applied in a hands-on training course for university students and company engineers in 2025. The results showed improved understanding of program flow and conditional branching, suggesting that EDIT-Blocks is an effective tool for learning the basic structure of satellite software.

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This study developed VR-based educational materials for bridge engineering and examined changes in understanding after VR-based learning following paper-based learning. The contents included component names, structural roles, damage, and hammering inspection. Quiz results and questionnaire responses from 40 students were analyzed. The quiz results showed a significant increase in the total score after VR-based learning, with significant increases in structural roles and hammering inspection. In contrast, self-evaluated understanding tended to increase but showed no statistically significant differences. Questionnaire responses suggested that three-dimensional visualization, interactive operation, and auditory information contributed to learners’ perceived understanding. Because the learning order was fixed and the same quiz was used twice, the results should be interpreted as exploratory findings under the present experimental conditions.

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A state-of-the-art collaboration system is established for promoting joint R&D and unified seamless education from National Institute of Technology (KOSEN), Kure College (hereafter KC) to Hiroshima University (HU). On January 26, 2023, the agreement was established, making it possible for all research groups in KC and HU to join the research collaboration with/without prospective students in KC. The advanced course students of KC will have an internship in the corresponding laboratories at HU, showing their performances, abilities and skills, which are to be evaluated by HU for entering the graduate school of HU. Then, the evaluation results are sent to KC in January in their first year to receive an official acceptance in July in their second year. This paper will describe important aspects of this admission system.

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We developed a model CubeSat kit as part of an effort to train future satellite development engineers and provided hands-on learning experiences for Kosen students, incorporating online lectures. While the CubeSat kit is not designed for deployment in space, it can be used for demonstrations at altitudes ranging from the troposphere to the stratosphere. This paper highlights two case studies where Kosen students employed the model CubeSat kit in stratospheric balloon experiments, exploring its educational impact. By removing the external structure and placing the kit inside a styrofoam box, it was successfully adapted for balloon-based testing. These experiments offer significant advantages for engineering education, enhancing students’ engagement and practical learning experiences by utilizing such kits in real-world settings.

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We have successfully developed a new, low-cost robot that can be easily constructed as an alternative to the expensive soccer robots used in RoboCup SSL. Using these robots, we designed an educational system specifically to support learning and teaching, making it easier to perform demonstrations. This paper presents the specifications and configuration of the developed robot. In addition, we report the results of a questionnaire survey carried out with teacher training program students regarding the possibility of using this robot as a learning support tool.

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At Setsunan University, a new introductory mathematics course, Basic Mathematics, was introduced in 2023 for first-year students in the newly established Faculty of Contemporary Society. The course was implemented based on a group work and flipped classroom approach. In 2024, the course was further extended to the Faculty of Law and has since been offered in both faculties. This paper describes the design and implementation of the course and reports the results obtained over the two-year period.

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This study statistically analyzes the effects of individual instructions, basic lectures, and online materials provided by the Academic Support Center at Kogakuin University on students’ academic achievement in foundational subjects such as mathematics, physics, chemistry, and English. The results show that students who used the center’s support services demonstrated significantly greater improvement in standardized scores compared to non-users, indicating the center’ s positive contribution to academic achievement.

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This paper presents a case study on the development and classroom implementation of a programming exercise board for undergraduate students without a technical background. The board integrates basic electronic components in a modular configuration and is designed for use with a general-purpose single-board computer. To facilitate hands-on learning while minimizing unnecessary complexity, circuit assembly was simplified through the use of a minimal number of connection terminals. The board was implemented as part of an introductory programming exercise within an information literacy course. The study then investigated students’ self-reported perceptions of interest and comprehension using pre- and post-course surveys. The results indicated a statistically significant improvement in perceived understanding, while changes in interest were moderate. Although the results were derived from a single instructional case, the findings indicate the potential usefulness of the proposed board as a pedagogical tool in introductory programming education.

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This study presents an integrated English learning model for engineering students, combining ELST, Minecraft Education, and generative AI tools. A 90-minute lesson was designed to support vocabulary learning, pronunciation practice, reading, speaking, and creative output. ELST provided AI-based pronunciation feedback, Minecraft enabled gamified vocabulary learning, and Adobe Express supported visualized writing tasks. Pre- and post-tests with 30 students showed significant improvement in TOEIC scores ( p< . 05), particularly in listening, as well as gains in vocabulary. Although OPIc score changes were not statistically significant, distribution shifts suggested improved speaking ability. Student feedback indicated increased engagement and reduced anxiety. The findings highlight the effectiveness of integrating multiple digital tools within a single instructional framework.

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