Viscuit is a programming language developed in Japan. With Viscuit, children can move and change multiple pictures on the screen using picture rewriting rules. Viscuit's distinguishing feature is that the program is expressed solely with pictures and their layouts without any letters. Therefore, Viscuit is very suitable for pre-school children. As an experiment, we carried out regular programming lessons using Viscuit in a kindergarten for one year in 2017. Through these lessons, we taught four Viscuit techniques. In this report, we analyze the programs made by 5-6 year old children in the final lesson of the 13 lessons. Our research question is how kindergarten children make Viscuit programs to express their ideas. We analyzed the kinds of programs children made to express their ideas by applying what they have learned in the previous 12 lessons. We let children make programs based on the operetta in which they were going to perform in the kindergarten graduation ceremony. As a result, 85.7% of children made valid programs and used multiple programming techniques effectively.

Viscuit is a programming language developed by one of the authors. With Viscuit, you can move and change multiple pictures on the screen using eyeglasses, which make a sequence from left to right, following from-to (picture rewriting) rules. Its distinguishing feature is that the program is expressed solely with pictures and their layouts. No letters are necessary at all. Therefore, Viscuit is perfectly suitable for pre-school children. We have been carrying out regular programming lessons in a kindergarten in Japan since 2015. We have recorded and analysed almost all of the programs made by 56 children aged 5-6 years in a series of 13 lessons held during the school year 2017. In this poster we report how the children could express their intentions through coding.

Explicit-state model checking which is conducted by state space search has difficulty in exploring satisfactory state space because of its memory requirements. Though bitstate hashing achieves memory efficiency, it cannot guarantee complete verification. Thus, it is desirable to provide a reliability indicator such as a coverage estimate. However, the existing approaches for coverage estimation are not very accurate when a verification run covers a small portion of state space. This mainly stems from the lack of information that reflects characteristics of models. Therefore, we propose coverage estimation methods using a growth curve that approximates an increase in reached states by enlarging a bloom filter. Our approaches improve estimation accuracy by leveraging the statistics from multiple verification runs. Coverage is estimated by fitting the growth curve to these statistics. Experimental results confirm the validity of the proposed growth curve and the applicability of our approaches to practical models. In fact, for practical models, our approaches outperformed the conventional ones when the actual coverage is relatively low.

"Computer Science (CS) Unplugged" is an educational method for introducing non-specialists to concepts of CS through hands-on activities that don't require the use of a computer. Often the deeper concepts of CS have been considered as being too difficult for elementary and middle school students, and many educators teaching "IT" are not even aware of the richness of the topic. CS Unplugged methods have been used successfully with students of a wide range of ages. In this paper, we analyze the structure of CS Unplugged activities to identify the elements that make them work well. Based on the analysis, we propose a design pattern which will be useful as a guideline for developing new activities, and to revise existing ones. We also describe our experience developing original teaching material, using the pattern as a benchmark for evaluation.

This paper proposes a novel toolkit for educating business people through home-made simulator development. The toolkit is used at our business simulation course. The course consists of (i) Simple gaming experiment among multiple students using Alexander Islands, a tiny business simulator on the WWW; (ii) Lectures to let students to understand the core concepts of systems management through the simulation; and (iii) Home-made simulation model development by the students themselves using the toolkit, which equips a business model description language (BMDL) and a business model development system (BMDS), This paper describes the background and basic principles, the architecture and of BMDL/BMDS, and evaluation results.