This research aimed to examine the impacts of introducing external evaluations and to investigate changes in participants’ perceptions through the conduction of a Future Design workshop. Specifically, the workshop adopted the concept of Imaginary Future Generations (IFGs) to stimulate discussion, followed by the introduction of external evaluators from the perspective of the current generation to assess shifts in participants’ viewpoints. A follow-up survey was conducted three months after the workshop to assess lasting effects. The results indicated that the participants were able to incorporate external evaluations without losing sight of their awareness of IFGs. The discussions were analyzed and categorized into four parameters: “society,” “company,” “technology,” and “individual.” The analysis revealed that in the current generation’ s perspective, connections were observed only between the “company” and “individual” aspects. However, with the introduction of IFGs, connections between “society,” “company,” and “technology” emerged, demonstrating a holistic perspective influenced by external evaluations. The results of the follow-up survey showed that even after some time had passed, participants continued to contemplate future-related issues. Additionally, it was suggested that this propensity for future-oriented thinking increased since the conclusion of the workshop.

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Although Digital Transformation (DX) initiatives have been needed since the 2010s, the design of digital information systems can be influenced by both business and technology aspects and have a significant impact on the attractiveness of services. However, there is a lack of design science research in this area. In addition, the design of information systems often consists of multiple individuals with diverse capabilities, and methods that effectively utilize diverse perspectives are needed to design attractive solutions. The authors are conducting research on the application of support systems, “Creative and inventive Design Support System (CDSS)” in engineering to methodologies that support design (conceptual design) in the information systems field. This paper validates the effectiveness in global Project Based Learning (PBL) using a “CDSSforDX” that incorporates Storytelling, and Digital Business and DX strategy into the problem understanding phase of CDSS.

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This study clarified the educational effects of introducing multiplayer mode VR into architectural design classes, and also clarified the class support method provided by teaching assistants. In the early stages of each student’ design work, the effectiveness of the approach was shown in suppressing the scale-out of building designs. Additionally, design class members were able to view the work inside the full-size building at the work presentations, which led to a rich exchange of opinions. Teaching assistants, on the other hand, provided instructions on how to use the head-mounted display and prepared for the students to view the construction site in VR, in the early stages of the class. They also converted each student’s CAD data to VR for work presentations, incorporating student requests as necessary. These supports resulted in high level of satisfaction with each student’ s design work and work presentations.

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We databaseized reflection essays written by architecture students over the past 20 years who enrolled in the “Professional Practice” internship course at Niigata University of Technology, and conducted correspondence analysis through text mining. As a result, we discovered axes of “fulfillment-anxiety” and “desk work-field training” for each year. We also clarified the words used by students who underwent internships at general contractors, design offices, and government offices. Furthermore, the word “communication” was used in descriptions from the perspectives of its necessity, usefulness, or self-evaluation, and the word “site” was used in descriptions regarding work content, atmosphere, or self-evaluation.

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The National Institute of Technology (KOSEN), Nagano College, has reorganized its departments into a three-course system consisting of Informatics and Electronics, Mechanics and Robotics, and Civil Engineering. The entrance examination system has also changed. Students enter the Department of Engineering without deciding on a specific major and choose their major from the three courses when they advance to the second year. To facilitate this transition, two subjects, “Basic Manufacturing Engineering” and “Basic Manufacturing Experiments” have been developed to allow students to explore the courses. We were previously part of the Department of Electronics and Computer Science and are currently part of the Course of Informatics and Electronics. We have established three information-related themes: machine learning, information security, and application creation. In this paper, we introduce the content related to the theme of application creation and discuss it.

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This paper demonstrates the educational efficacy of “BE Research,” an “On the Job Education (OJE)” course in a postgraduate study program through statistical analysis. “BE Research” is a one-year group exercise for first-year students in a master’ s degree program who work on a problem specifically requested by a client. In related lectures, the students also learn research methodologies. Peer assessments of presentation skills and activity results showed significant improvements in items related to the activity results. Self-assessments of individual growth also revealed significant improvements in the “ability to grasp situations.” The findings suggest that this course helps students acquire and enhance their problem-solving skills.

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The improvements in lessons aimed at enabling each student to optimize their learning individually have led to the following : When there are gaps in knowledge, skills, and mentality for learning, teachers need to create and deliver materials that bridge the gaps in knowledge and skills to optimize each student’s individual learning experience. It is also important for teachers to provide opportunities for students to develop their metacognitive skills and to appropriately praise students’ efforts.

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Science, Technology, Engineering, and Mathematics (STEM) education has been established as a significant aim of K–12 science education in the United States of America. In Japan, the newest institutions (Kosen) having existed for around six decades. Kosen has played an important role in Japanese STEM education, with roughly 10,000 graduates every year. The Kosen curriculum is based on two concepts: technical education at an early age and practical-based education. The superior features of Kosen education should be included in the construction of the new Japanese STEM education system to lead STEAM (Science, Technology, Engineering, Arts, and Mathematics) as a more creative education system.

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This paper aims to reveal the reality of students’ misconceptions and the commonality of naive concepts by analyzing the results of a survey on the basic knowledge and naive concepts of chemistry among incoming students from different institutes of technology. Kobayashi et al. conducted a survey on the possession of naive concepts related to “properties of gases” and “properties of solutions” among first-year students at an institute of technology. The study revealed that there were numerous misunderstandings associated with these naive concepts. Therefore, we conducted a questionnaire survey focusing on the research problems suggested by previous studies among the first-year students of year 2022 from different institutes of technology. Moreover, we examined the commonality of the naïve concepts identified in previous studies.

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In Western European countries, whole vehicle type approval (WVTA) is not limited to actual vehicle test certification, but virtual test (VT) certification is becoming widespread. Therefore, the creation of 3D CAD data is becoming indispensable not only for electrical and electronic engineering majors but also for those who study engineering. This paper describes the results of a problem-based learning (PBL) program that utilized a 3D printer to enhance the educational effect of 3D CAD technology. The PBL task was to have the students measure some characteristics using the output from the 3D printer, and to reflect the measures to improve the characteristics in 3D CAD. As a result, we were able to overcome the problems that occur in PBL (e.g., difficulty in grading and low motivation to learn), and most of the participants were able to acquire the ability to solve problems using 3D CAD technology. It was also possible to estimate the number of pieces of equipment needed and the operating time of the equipment. However, there is concern that the lack of TAs and SAs will increase the burden on teachers.

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This paper reports the outcomes of learning activities aimed at modifying naive concepts in an institute of technology, as identified in previous research by Kobayashi et al. In addition to incorporating the flipped classroom into classroom instructions, short presentations were introduced to promote students’ active engagement and acquisition of scientifically accurate concepts. The effectiveness of these practices is assessed by comparing the questionnaire results of 154 students. The findings revealed an increase in the number of students who could provide answers and explanations based on correct knowledge through the proposed learning activities. These results suggest that the learning activities examined in this study have a positive effect on modifying naive concepts and acquiring accurate scientific concepts.

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Kanazawa Institute of Technology incorporates PBL as the backbone of its curriculum, and names it the Project Design Program to cultivate students into independently minded and actively engaged engineers. Through the Project Design courses for freshmen and sophomores, students construct teams and carry out problem-finding and problem-solving activities. To solve the problem, they must identify the root causes of the problem. Therefore we have introduced “Five Whys” technique into the Project Design courses for efficient identification of root causes. Additionally, we developed the “Five Whys Card Game” and applied a flipped classroom approach to help students better understand the concept of “Five Whys”. Furthermore, we introduced a new format for the complex structures of “Five Whys” for the Project Design education.

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We study the educational effects in mathematics by means of causal inference. In estimating the educational effects, a bias between two different groups can disrupt accurate calculations. Decision tree in our previous study did not take account of the bias. In this paper, we make use of a method in the framework of causal inference to reduce an influence of the bias. Firstly, we utilize the T-learner method to quantify the Conditional Average Treatment Effect (CATE) of the face-to-face personal assistance on the deviation value in the examination of Differentiation. For freshman students whose deviation values of the achievement test in April fall below 35 or above 50, the use of face-to-face personal assistance tends to increase the deviation value in the examination. Secondly, extending the T-learner approach, we propose a CATE function of the number of the face-to-face personal assistance. Concerning lower-level students, it is predicted that three or more uses of the face-to-face personal assistance have significant contribution to increase of the deviation value in the examination.

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A robot arm educational tool was developed, and practical training for sorting work with the robot arm was conducted for the 4th-year students of the Department of Electrical and Electronic Engineering at National Institute of Technology, Suzuka College in 2023. This educational tool used a microcontroller (Arduino-Uno) to control a robot arm made from a combination of LEGO bricks and servo motors. In the training, the students determined the robot’ s operating parameters through trial and error and programmed the microcontroller. All students were able to complete the main tasks within the 6-hour practical training period and acquired basic knowledge of robot control. Analysis of the questionnaires revealed that many students gained new insights into robot control and programming.

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The paper discusses the 2023 initiatives in the author′s laboratory, focusing on community-based Project-Based Learning (PBL) in Naraha-machi. Under the theme of “Residency Promotion,” the activities aimed to address local challenges and promote residency through “Smart Agriculture Experience Content.” Fieldwork emphasized the importance of listening to local voices, which contributed to students’ growth and insights. The paper highlights the significant impact of the initial group composition on PBL outcomes and recommends thorough individual meetings for better group formation.

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In this study, the fractal dimension of tools used in the electrical and medical fields was analyzed using the box counting method for shape and the semi-variogram for color to clarify the characteristics of tools in each field. Additionally, the fields and the types in the tools were classified using fractal dimensions as an evaluation parameter. Furthermore, the fractal dimensions of the shape and color were used to clarify how direct on the tools differs before and after cleaning.

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We investigated an experiment to observe the reduction reaction of the cathode during discharge in a nickel-metal hydride battery based on color changes from dark green NiOOH to light green Ni (OH)₂. The cathode NiOOH was prepared as follows. Two types of Ni (OH)₂ obtained by reacting [Ni (NH₃)₆]Cl₂ aq. and Ni (NO₃)₂ aq. with KOH aq. and the reagent Ni (OH)₂ were oxidized with NaClO. Using Al foil as the anode and KOH as the electrolyte, discharge was performed for 60 minutes. The color change of the cathode due to the discharge reduction reaction was clearly confirmed when Ni (OH)₂ obtained from [Ni (NH₃)₆]Cl₂ was used. Also, when the reagent Ni (OH)₂ was used, a color change was sufficiently confirmed. After changing the anode to a Zn plate, we also conducted a discharge experiment using NiOOH prepared from[Ni (NH₃)₆]Cl₂ for the cathode and KOH for the electrolyte. Almost the same color change as to that observed when using Al foil was confirmed.

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Kurume KOSEN has contributed to the reduction of gender bias by taking advantage of its characteristics as an engineering training school where rikejos (female students in science) are active. As a result, the number of female applicants has increased due to the effect of publicizing role models, in addition to the reduction of bias as a result of the questionnaire results.

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The authors attempted to create a manual on mechanical design drafting and 3D-CAD operation using Onshape for elementary and junior high school students. The manual was reviewed through actual verification work carried out by junior high school students and university students in the author’s laboratory. By utilizing Onshape’s extrusion function, basic drafting tasks in the field of mechanical design and drafting, such as cylinders, V-shaped blocks, and connecting rods, were constructed. These drawings of cylinders, V-shaped blocks, and connecting rods were combined with Onshape account registration, setup, printing 2D-CAD drawings from 3D-CAD drawings, and assembly drawings to complete a total of seven lectures. This corresponds to a quarter system (a 4-term system). The results of the study confirmed that even junior high school students who cannot read three-view diagrams can learn how to operate Onshape if an operation manual is prepared for them. Furthermore, the effectiveness of the system was verified by employing the operation manuals and basic drafting assignments created in the engineering design exercises.

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The authors have been using machine tools to develop problem-solving abilities and improve student skills in the Department of Mechanical Engineering. Building a Stirling engine involves many hardships until completion, making the class memorable. Therefore, many students use the content and growth processes learned in practical training to promote themselves on their resumes. Additionally, in producing a key chain commemorating the 60th anniversary of the founding of the technical college system, we realized latent image processing that showed three designs. As a result, we also won a prize in the contest, which helped the students improve their skills and satisfaction. Education using machine tools as described above is very effective, however there are concerns regarding safety and cost.

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Recently, utilizing a small satellite, such as CubeSat, for space education has gained global attention. The KOSEN-1 CubeSat, developed by National Institute of Technology (abbreviated as KOSEN in Japanese), has been transmitting continuous waves while in orbit around Earth since 2021. Building a cheap and reliable antenna to receive these waves from the amateur satellites like KOSEN-1 is a significant matter. In 2023, we conducted hands-on manufacturing workshops four times to build cardboard Yagi antennas for KOSEN students and the general public. Each workshop included the steps of building the antenna by hand and using it to receive radio waves from KOSEN-1. In this paper, we report a summary of these workshops and evaluate the results of the questionnaires filled out by the participants.

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This study aims to evaluate how trainees’ satisfaction levels with technical training courses in in-house education were influenced by comprehension, goal achievement, and training design factors: difficulty, trainer’s teaching methods, training materials, and amount of training. Covariance structure analysis was conducted on questionnaire responses from approximately 16,000 trainees in training courses, which were categorized into lecture and practical training types, in comparison of face-to-face classes with online classes. The analysis revealed that goal achievement significantly influenced trainees’ satisfaction, while comprehension had an indirect effect on satisfaction through goal achievement. The influence of training design factors on satisfaction, comprehension, and goal achievement significantly varied between training types. In particular, the difficulty did not significantly affect comprehension in online lecture-type training. These findings suggest that the subjective difficulties experienced by trainees in online classes may differ from those experienced in face-to-face classes.

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