Akio Takashima

The use of agents to represent learners in role-play training

This paper proposes the use of agents to involve learners in supporting online group work for the study of project management. Role-play training may be an appropriate tool for universities to use as an efficient alternative to on-the-job training (OJT) for project management education. However, we have found that because of the way that role-play exercises using an on-line group work training system in the project management course have operated, students have not been able to share the required information adequately with other students. In order to investigate the effectiveness of using an agent in role-play training, we have developed a role-play scenario so as to practice with agents. The results of analyzing the behavioral track record of each learner in a role-play exercise with agents are discussed. The results of a questionnaire survey taken among students who participated in a role-play exercise with agents indicate that the use of role-plays will enable them to learn human-related skills such as communication, leadership, and team building.

Analysis of Learners' Behavior in Role-Play Training for Project Management Education

A role-play training system for enhancing the efficiency of education in project management is proposed and its effectiveness evaluated. The system is essentially a Web application that runs an interactive virtual project, in which each learner assumes the role of one of its stakeholders. It is a non-intelligent system driven by a scenario that defines the scope of the virtual project, gives information about the stakeholders, and issues a series of directions to the participants. An institution can improve the quality of education by providing individualized guidance to learners based on an analysis of their learning behavior recorded in their logs.

Role-Play Training for Project Management Education Using a Mentor Agent

Role-play training is an effective method for project management education. We have provided a role-play training environment based on online -- group-work training to develop students human elated skills: communication, negotiation and leadership. However students could not share the required information adequately with other students to make a decision about a trouble encountered in a virtual project. In order to cope with this problem, we have developed a software agent system which can play a role of a mentor and an adviser. The system is implemented in cooperation with the online-group-work training system. The agent guides students to progress role-play, and instructs a way of project management. The agent allows learners to consider interest of a stakeholder, have sense of ownership, and share information required to correctly make a decision. This paper presents the structure of the agent system and the effectiveness of the agent in role-play training for project management education.

Rethinking PBL as a holistic pedagogical method

This paper discusses PBL for first year software education, paying attention to aspects of holistic learning, and also proposes a new PLB course based on the discussion. The PBL course was given to high school students to confirm fundamental validity. The questionnaire method suggested that PBL might be fundamentally useful to learn holistically.

Research report on Tangible Software Education

This paper describes an educational scheme involving “learning by producing in interesting software education” and “learning by experiencing in practical software education”. Outcomes are presented in the form of useful research activities and the educational scheme is discussed within the framework of the Tangible Software Engineering Education Project. The outcomes developed in the Project are introduced and their educational effectiveness is discussed.