In this study, we aimed to develop learning materials for modeling using everyday subjects for students from upper elementary to junior high school. We used the Model-Driven Development methodology to create a learning environment focused on controlling a familiar household appliance -a washing machine. A trial lesson with 12 junior high school students showed that the materials effectively engaged the learners and achieved the intended educational objectives.

This paper presents the APRIS Robot Challenge, a Collaborative Online Interdisciplinary and International Learning (COIIL) initiative focusing on quadcopter control to promote cross-disciplinary and global collaboration among students. By integrating students from diverse fields such as software, electrical, and mechanical engineering, the program aims to enhance international communication and problem-solving skills through practical, team-based projects. Utilizing design thinking and the Scrum framework, participants develop unique quadcopter applications, supported by model-driven development, simulation tools, and distributed development techniques to ensure effective remote collaboration. Our analysis covers the program's evolution over four years, outcomes, and insights into fostering international cooperation and technical expertise. This study underscores the significance of interdisciplinary education and the potential of virtual collaborative platforms to prepare students for global challenges.

This study aims to contribute to the advancement of STEAM education and foster independent learning experiences for students. The focus is on proposing and developing a hands-on learning tool tailored for the “Nature of Sound” unit in junior high school science classes. The learning material, centered around a thumb-sized microcomputer, facilitates an interactive approach. Students engage by holding and shaking the device, exploring the relationship between wave amplitude and frequency, and the resulting volume and pitch of sound. The tool responds by displaying a waveform and generating corresponding sounds based on the amplitude and frequency of the shake. Through repeated observations of waveforms and sound outputs, students are encouraged to discern the connection between their shaking motion and the resulting sound characteristics. In this paper, we introduced the ViVi, a hands-on learning material utilizing a thumb-sized microcomputer, designed for the “Nature of Sound” unit in junior high school science classes. The ViVi stands out for offering experiential learning, where “the learner becomes the source of sound” by physically shaking the materials. This paper Also outlines the design and implementation of the learning material and presents the evaluation results obtained during its application in a formal class at a Japanese public junior high school.

This study develops educational material focusing on the controlling illumination and message-handling with communication networks using programming in the context of STEAM education. The proposed material provides hands-on learning regarding the configuration of information and communication networks through the creation of interactive digital content using programming and art. The research question of this paper is that “can the learning about configuration of information and communication networks in the context of STEAM education be beneficial for students?” These materials are developed to support learning in junior high school technology and high school information studies using only one learning system, named the PICAPICA-Z. In the proposed educational material, the micro: bit is used as the main control device. By extending the Makecode, which is the programming environment for the micro: bit, we propose a smart learning environment that supports the understanding of interactive programming and information communication network architecture. The PICAPICA-Z is one of extended version of the original PICAPICA-project.

The STEAM approach in education has been gaining increasing popularity over the last decade. This is due to its potential in enhancing students' learning, when teaching arts and scientific disciplines together. This paper introduces the PICA-PICA concept, where we aim to develop a smart customisable environment, combining, in a unique way, teaching programming in conjunction with the engineering of artworks. The PICA-PICA concept was implemented, used and tested in real-life, by upper primary school students in Japan, during a 4-day workshop. Initial results illustrated the quality of the solution proposed by PICA-PICA. We noted that the integration was perceived as smooth, and not contrived: all participants understood how to use the PICA-PICA environment to engineer programmable art objects. Furthermore, the PICA-PICA approach led to high motivation: children did not get bored and were fully engaged. Finally, the quality of their work as a learning outcome was high: by including a programming segment with the other expressive activities in the artwork, the children were able to design the electronics in a more concentrated and meaningful way than their curriculum-structured learning. This study also presents an innovative implementation of the STEAM approach using Micro:bits technology to create exciting artwork whilst using household recyclable items, which also teaches about sustainability. The involvement of parents and their interest in learning is another unique aspect of this study.

This study aims to explore educational methods for conceptual modeling for novices. The subjects of this study are primarily Grade 9 students in secondary school who are enrolled in compulsory education. This study relies heavily on model-driven development (MDD) and a domain-specific language (DSL). Using MDD, learners are not asked to write code, but rather to create a model to evaluate their model by observing the behavior of the target device. Teachers can control the difficulty of the problems assigned to their students by using a DSL. In this study, we describe our research approach using MDD and a DSL and then show our experiment design and results. We also discuss the qualitative and qualitative effectiveness of UML programming in Technology class for Grade 9 students.

This study aims to explore an educational learning environment that supports students to learn conceptual modeling with UML. In this study, we call the describing models “UML programming.” In this paper, we show an educational UML programming environment for STEAM-related subjects (for example, Technology or Engineering) in schools. The features of the proposed learning environment are 1) educational task management function and 2) models, which are created by students, management function.

The purpose of this study is to explore educational methods for conceptual modeling for novices. In this research, the subjects are mainly freshmen in university. Model driven development (MDD) and a domain specific language (DSL) are key factors in this study. By using MDD, learners are expected to be able to evaluate their own model by observing the target device's behavior. By using a DSL, teachers can control the difficulty of the problems given to their learners. In this paper, we describe our research approach using MDD and a DSL, then, show our experiment design and results. We also discuss the effectiveness of MDD in university freshmen courses with proposed educational methodology.