function names and outlined concrete examples for
function specifications sheets. In regard to function
specifications sheets and detailed specifications
sheets, we also passed out hand-written concrete
examples to learners.
3.1.2 Phase 2: Experiencing Creative
Activities
Learners formed pairs, working together to produce
a robot; they then participated in a “time trial”
competition. The competition is a race comprising
one lap of a course. The learners were required to
produce a robot that not only moves, but also avoids
obstacles and has a function that traces a line where
it has moved. Robot system modeling was carried
out two times, in the first half of the course and in
the second half of the course.
During these activities, the learners regularly
recorded their UML model to the modeling template
sheets. These activities are recorded using the
creative activity support system described in 3.2.
3.1.3 Phase3: Reflection
The field of learning sciences, which studies human
learning processes in educational situations points
out the importance of “meta-cognition” in which the
learner’s own activities in an educational or learning
situation are seen from a “meta” perspective (Brown,
1987). In this research, we incorporated this meta-
cognitive activity of “reflection” into the course.
After the creative activities, learners undergo
“reflection” to deepen their understanding and
awareness of their own creative activities. Learners
summarize their groups’ creative processes in a chart
using a piece of paper measuring about 2m x 1m
(hereafter called “reflection sheet”).
The reflection sheet is divided in three sections:
Plan, Do, and See. The PDS cycle is a synonym for
the PDCA cycle, which is a management method for
operations to continually maintain and improve their
quality. The learners position the UML model, PAD
(Problem Analysis Diagram), and photo of the robot
in the sheet. As a supplementary explanation for
these materials, at each stage of the creative
activities, the learners write on the sheets (1) what
they are planning and (2) what results they achieved.
The materials used for placement on the reflection
sheet are the items recorded in the creative activity
support system.
3.2 Creative Activity Support System
In this study, we therefore developed a creative
activity support system that would enable recording,
management, and viewing of the groups’ creative
activities, to provide support for the learners’
“Reflection” activities. This web-based system,
which is comprised of a PHP linked with a database
(MySQL), enables the learners to upload any items
related to the group’s creative activities using a
browser.
The information recorded by the learners is
updated in real time, so the learners can check the
ranking status of their own or other learners’ teams
at any time. Using this system, the learners regularly
record the status of their groups’ activities. They
then create the Reflection Sheet while viewing their
own creation processes, which they have recorded in
the system, and downloading the appropriate data as
required.
4 EVALUATION OF THE
COURSE THAT INTRODUCED
MODELING TEMPLATES
We compared models in the first half of the course
and those in the second half of the course and
analyzed changes in learners’ programming
creativity. We analyzed 25 teams that had no
changes in members among the learners.
4.1 Changes in Overview of the UML
Models
First, we compared the total number of points for the
models in the first and second halves of the course.
Figure 4 shows the points for each team’s model in
the first half of the course and the second half of the
course.
As a result of this analysis, we confirmed that the
models in the second half of the course on the whole
achieved higher points than those in the first half of
the course (t(24)=2.843, p<.01). In other words the
modeling skills of learners in the course improved.
This is one result that shows an improvement in
learners’ programming creativity.
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