DESIGNING A PROGRAMMING COURSE TO FOSTER

CREATIVITY USING UML MODELING TEMPLATE

Norio Ishii

Aichi Kiwami College of Nursing, Jogan-dori 5-4-1, Ichinomiya, Aichi, Japan

Yuki Nagao

College of Engineering, Chubu University, Matsumoto-cho 1200 , Kasugai, Aichi, Japan

Yuri Suzuki, Hironobu Fujiyoshi

College of Engineering, Chubu University, Matsumoto-cho 1200 , Kasugai, Aichi, Japan

Research Institute for Information Science, Chubu University, Matsumoto-cho 1200 , Kasugai, Aichi, Japan

Takashi Fujii

College of Engineering, Chubu University, Matsumoto-cho 1200 , Kasugai, Aichi, Japan

Keywords: Creativity, Programming education, Instructional design, UML, LEGO Mindstorms.

Abstract: Recently, the education program which aimed at raising of the creativity is practiced engineering education.

Though the effect of that education is being investigated by the questionnaire, that isn’t sufficient as an

objective evaluation. So, we propose the UML (Unified Modeling Language) modeling template that aimed

at the use to the evaluation of the learning result in the creativity education. Then, the education that a

proposed template was used for was practiced. Furthermore, we researched a change in “creative problem

solving ability” by evaluating a made model objectively. Some effect was confirmed from that result of

investigation.

1 INTRODUCTION

In recent years, creativity education in universities

has extensively incorporate project-based classroom

practices aimed at fostering a creative attitude in

learners through experience in production activities.

The goal of these courses is to have the learners

acquire creative attitudes and engineering

knowledge by developing ideas through group

discussions, and by giving concrete form to those

ideas.

In our prior study, we proposed a framework for

achieving more effective design of creative

education in engineering (Ishii, Suzuki, Fujiyoshi,

Fujii, & Kozawa, 2006; 2007). The course

developed leaners’ creativity by having them make a

robot by using LEGO Mindstorms. The result of the

course was an improvement in learners’ general

creativity, as seen from improvement in their idea

generation activity.

In this research, we focus on development of

learners’ creativity of computer programming as a

more expertise in engineering. Specifically, we

introduce a modeling template based on UML

(Unified Modeling Language) into a programming

course. By using a modeling template (hereafter

called “UML modelling template”), learners are able

to more efficiently develop programming creativity

for skills such as “the ability to express their ideas in

programs” and ”the ability to improve a program by

adjusting it to meet conditions.” In addition, teachers

are able to objectively evaluate programming

creativity by referring to the models that learners

create.

104

Ishii N., Nagao Y., Suzuki Y., Fujiyoshi H. and Fujii T. (2009).

DESIGNING A PROGRAMMING COURSE TO FOSTER CREATIVITY USING UML MODELING TEMPLATE.

In Proceedings of the First International Conference on Computer Supported Education, pages 104-109

DOI: 10.5220/0001981701040109

 SciTePress

In this report we first give an outline of the modeling

template and explain the evaluation method of the

model that was created using the template. Next, we

report on the programming development course in

which we introduced the modeling template.

2 UML MODELING TEMPLATE

2.1 UML Modeling Template in

Programming Education

UML is a standard method of notation for analysis

and design of object-oriented software. In

developing a system that uses a UML model,

program developers ask, as a stage in needs analysis,

“What is required by the system?” In other words,

they carry out modeling by focusing on user needs.

However, it often happens that user needs are

unclear, and beginning programmers find it difficult

to understand user needs from the development

project they have been given. Thus these learners

find it difficult to describe in writing a model for

user needs. So, we propose a UML modeling

template to support modeling of user needs.

2.2 UML Modeling Template Format

The modeling template we propose in this research

is based on ideas used in needs modeling in the

development of information systems. Specifically,

we provide learners with three formatted

templates—a functions specifications sheet, a

detailed specifications sheet, and a related

specifications sheet.

2.2.1 Functions Specifications Sheet

The purpose of creating a functions specifications

sheet is to arrange and order needs in regard to the

system. A functional specifications sheet arranges

and orders needs according to what is important for

the system; in other words, it is useful in extracting

necessary functions the system should have based on

the software development tasks given to

programmers. These activities correspond to the

activities that extract a ‘use case’ from a use case

diagram in UML modeling.

Functions needed to attack a course

1. line trace

• judgment of brightness

• straight ahead movement on black lines of

the track

• curved movement on white areas of the

track

• smooth curves

2. avoiding obstructions

• using ultrasonic waves for recognition

• behavior when avoiding something

3. traversal of an incline

• stable line trace

• adjustment of motor power

Figure 1: An example of functions specifications sheet.

For example, in this research we report on a course

we taught in which learners make a robot. The

learners write a functional specifications sheet to

extract the ‘functions that are necessary to make a

robot run a racecourse.’ Using the functional

specifications sheet proposed in this research,

learners itemize the names of the functions they

extracted and give simple explanations of for each of

these functions (Figure 1).

2.2.2 Detailed Specifications Sheet

The purpose in creating a detailed specifications

sheet is to describe in detail the particular parts of a

system. A detailed specifications sheet describes the

detailed flow of functions that have been extracted.

The flow of the various functions becomes clear

through a detailed description of the functions that

are needed by the system and listed in the functions

specifications sheet. Using a detailed specifications

sheet template, learners describe and itemize the

following for each function: function name, outline

of the function, beginning conditions, flow of the

function, and final conditions. This template also

required learners to sketch an image of the robot’s

movements, so as to easily bring out the details of

each function (Figure 2).

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105

Function

name

avoidance of obstructions

Outline of

function

make a line trace quickly while avoiding

obstructions

Beginning

conditions

when approaching obstructions

Flow of

functions

1. substitution of 0 for a

2. turn to the right

3. go forward

4. go forward while turning to the left

5. recognize line

6. substitute ic + 1 for ic

7. quickly make a line trace

8. substitute 0 for ic

Final

conditions

when ic is greater than 1,000

Image

sketch

Figure 2: An example of detailed specifications sheet.

2.2.3 Related Specifications Sheet

The purpose of creating a related specifications sheet

is to make clear the total image of the system. A

related specifications sheet describes how the

functions made clear in the functions specifications

sheet are related to each other. These activities

correspond to the creation of a collaboration diagram

in UML modeling. Using the related specifications

sheet template, learners describe in a diagram the

changes in functions of the whole system. Then,

based on the beginning and final conditions

described in the detailed specifications sheet, the

conditions for changes can be decided (Figure 3).

2.3 Evaluation of the UML Modeling

Template

In this research we evaluated learners’ performance

according to six items that can be evaluated

objectively. These items were: ‘number of

functions,’ ‘originality of functions,’ ‘existence of

unrelated links,’ ‘improvement of new methods and

functions,’ ‘detail of image sketches,’ and

‘resemblance to the sample model.’

Figure 3: An example of related specifications sheet.

Using the making of a robot carried out in this

research as an example, we explain below the

evaluation method for each item. Based on the

evaluation criteria below, we gave a score from 1 to

5 for each item (for a total maximum score of 30

points).

2.3.1 Number of Functions

We evaluated the number of specifications in the

function specifications sheet. Using the average

number of specifications made by the teams

evaluated, we gave high scores (4 or 5 points) to

teams whose number of specifications was above the

average and low scores (1 or 2 points) to teams

whose number of specifications was below the

average.

2.3.2 Originality of Functions

With this criterion we evaluated a team according to

whether the functions the team thought of had

originality and were not thought of by other teams.

We evaluated the model’s originality, based on the

content of the functions specifications sheet and the

detailed specifications sheet. We gave a score of 5 to

teams whose specifications sheets included original

functions and a score of 1 to teams whose

specifications sheets did not have any original

functions.

line trace

avoiding

obstructions

traversal of

an incline

ultrasonic

wave sensor

ultrasonic

wave sensor

OFF

return to

the track

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106

2.3.3 Existence of Unrelated Links

With this criterion we evaluated the appropriateness

of the descriptions in the related specifications sheet.

We looked at the relation lines drawn on the related

specifications sheet, and we gave a score of 5 when

there were no relation lines drawn for unchanged

conditions (that is, there were no unnecessary lines

drawn). When relation lines were drawn for

unchanged conditions, we reduced the score from 5

according to the number of unnecessary relation

lines drawn.

2.3.4 Improvement of Methods and

Functions

With this criterion we evaluated whether functions

and course attack strategies not introduced in the

model in the first half of the course were introduced

in the model in the second half of the course. In the

course we judged whether new functions were

introduced from the function names that were

described in the function specifications sheet. We

also judged whether new racecourse attack strategies

were introduced from the flow of functions and

image sketch described in the function specifications

sheet. We gave a score of 5 for the introduction of

new functions and course attack strategies and a

score of 1 for no introduction of new functions and

racecourse attack strategies.

2.3.5 Detail of Image Sketches

With this criterion we evaluated the extent learners

were able to express their own ideas in the model. In

the course we based our evaluation on the average

number of comments per function for the functions

listed in the image sketch in the detailed

specifications sheet. We gave a score of 3 to teams

whose number of comments was the same as the

average number of comments per team. Teams

whose number of comments was above this average

received a high score (4 or 5), and teams whose

number of comments was below this average

received a low score (1 or 2).

2.3.6 Resemblance to the Sample Model

In the course written examples of a function

specification sheet and a detailed specifications

sheet were passed out to learners. We evaluated

teams according to the extent to which their function

specification sheet and detailed specifications sheet

resembled the written samples passed out to learners

(Table 1).

Table 1: Evaluation criterion of resemblance to the Sample

Model.

Point Evaluation criterion

No resemblance between the team’s functional

specification sheet and detailed specifications

sheet and those in the sample model.

In the avoidance of obstructions in the detailed

specifications sheet, the method of avoiding

obstructions resembled that in the sample model.

In the functions specifications sheet, the outline

of specifications resembled the outline in the

sample model.

In regard to avoidance of obstructions in the

detailed specifications sheets, both the method of

avoiding obstructions and the comments made

resembled those in the sample model.

The team’s functional specifications sheet and

detailed specifications sheet were both similar to

the sample model.

3 DESIGN OF A COURSE USING

UML MODELING TEMPLATE

We designed a programming course in creative

education; this course held in the Autumn Term in

the 2007 academic year at the Chubu University

College of Engineering.

3.1 Learning Phases

The educational program consisted of three main

phases.

3.1.1 Phase 1: Introduction

As an environment for creative activities by learners,

put in place a programming environment comprised

of a laptop PC for each learner. In this phase, the

learners acquired basic knowledge of LEGO

Mindstorms and UML modeling.

At that time, to help learners understand UML

modeling, we gave an explanation in slides that gave

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107

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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123456789101112131415161718

Point

Number of groups

Figure 4: Changes in total points of the UML models.

Number of

functions

Orig inality of

functions

Existence of

unrelated

links

Improvement

of new

met h o d s an d

functions

Detail of

image

sketches

Res emblan ce

to the

sample

model

Average points

Figure 5: Changes in each evaluation criterion of the UML models.

4.2 Changes in Each Evaluation

Criterion of the UML Models

Next we compared the scores for each evaluation

item in the first half and the second half of the

course. Figure 5 shows the averages for each

evaluation item in the first half of the course and the

second half. The result of our analysis was that in

the second half of the course scores increased for the

items ‘Existence of unrelated links (t(24)=2.001,

p<.10)’ and ‘Resemblance to the sample model

(t(24)=3.375, p<.01).’

This result shows that through the course the

learners understood the descriptive form for

modeling and became able to write down their ideas

appropriately as a model. These results show the

effectiveness of introducing a modeling template.

On the other hand, the scores for ‘number of

functions’ decreased in the second half of the course.

In addition, scores for ‘Introduction of original

functions’ were low in both the first half and the

second half of the course. In the future it is

necessary in the course to try to come up with some

ways to improve the scores on these items.

5 SUMMARY

In this research we designed a programming course

that introduced a modeling template based on UML.

The results were that learners’ modeling skills

improved in the course. This shows the effectiveness

of the modeling template we introduced in this

research, with one of the results being an

improvement in learners’ programming creativity.

REFERENCES

Brown, A.L., 1987. Metacognition, executive control,

selfregulation, and other more mysterious

mechanisms, In F.E. Weinert & R.H. Kluwe (Eds.),

Metacognition, Motivation, and Understanding.

Lawrence Erlbaum Associates, Hillsdale, NJ.

Ishii, N., Suzuki, Y., Fujiyoshi, H., Fujii, T., Kozawa, M.,

2006. Designing effective learning environments for

creativity. WSEAS Transactions on Advances in

Engineering Education, 3, 955-962.

Ishii, N., Suzuki, Y., Fujiyoshi, H., Fujii, T., Kozawa, M.,

2007. A framework for designing and improving

learning environments fostering creativity. Psicologia

Escolar e Educacional, 11, 59-69.

First half of the course

Second half of the course

First half of the course

Second half of the course

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