The aim of the course is to provide students with an overarching awareness of the relationship between schools, education
and the digital society, an understanding of the historical development of information and media education and the main theories
and debates, and the ability to critically analyze current issues. Students will study game programming as a specific theme
within information and media education.
In response to the development of the information society, the informatization of education is proceeding at a rapid pace,
with programming education becoming compulsory in elementary schools, the subject of ”information” being reorganized in high
schools, and ”Information (Informatics)” being added to the Common University Entrance Test. Furthermore, school education
is in the process of changing as ICT is being promoted in school operations. In this class, we call this trend ”information
and media education.” In addition, we will redefine education not only within the context of schools, but also within the
larger framework of today’s advanced digital information society. We will focus not only on the content of education, but
also on the methods of education and how their position in society develops and changes. We will study game programming as
a specific theme within information and media education.
- To be able to acquire critical views of information and media education and be able to analyze them critically.
- To be able to understand the research, investigation and evaluation methods of sociology and informatics (information science and information engineering) and be able to write research papers and case studies.
- To be able to design and develop original games by learning game programming techniques.
| Mini test (quiz) | Report | Total. | |
|---|---|---|---|
| 1. | 10% | 10% | 20% |
| 2. | 10% | 10% | 20% |
| 3. | 40% | 20% | 60% |
| Total. | 60% | 40% | - |
| Class schedule | HW assignments (Including preparation and review of the class.) | Amount of Time Required | |
|---|---|---|---|
| 1． | Class Outline and Glossary As an introduction to the class, the positioning of this class and why this course is meaningful to the students, and the terminology will be explained. |
Textbook (Chapter 1) | 200minutes |
| Read Chapter 1 of the textbook and learn the basics of grammar and syntax used in Processing. (Homework) | |||
| 2． | Fundamentals of programming Learn about functions, dynamic drawing, debugging, and creating a roulette game (Chapters 1 and 2). |
Textbook (Chapter 2) | 200minutes |
| Read Chapter 2 of the textbook and review the lesson. | |||
| 3． | Slot machine and arrays Students will create a slot machine and learn the fundamental concepts of arrays (Chapter 2). |
Quiz (paper-based) | 200minutes |
| A short quiz reviewing previous lessons will be administered during the first half of class. | |||
| 4． | Tic-Tac-Toe and 2D Arrays Learn about creating game boards, 2D arrays, and turn switching to build more interactive games (Chapter 3). |
Textbook (Chapter 3) | 200minutes |
| Read Chapter 3 of the textbook and review the lesson. | |||
| 5． | Completion of Tic-Tac-Toe and AI development Implementing reach / end determination and a simple game AI (Chapter 3). |
Quiz (paper-based) | 200minutes |
| A short quiz reviewing previous lessons will be administered during the first half of class. | |||
| 6． | Sudoku (1): Puzzle Logic Learn about board creation, mouse/keyboard input, and initialization processing (Chapters 4 and 5). |
Mid-term report | 200minutes |
| Students will create a game utilizing what they have learned and compile it into a report. | |||
| 7． | Hackathon Day Students will be divided into groups to work on hackathon projects. |
Questionnaire | 200minutes |
| Students submit what they learned at the hackathon via a questionnaire. | |||
| 8． | Sudoku (2): Application of Sudoku Learn about completion checks, re-entering numbers, and applications to joint Sudoku puzzles (Chapters 4 and 5). |
Textbook (Chapter 4 and 5) | 200minutes |
| Read Chapter 4 and 5 of the textbook and review the lesson. | |||
| 9． | Minesweeper Learn about neighborhood search (neighbor function) and left/right click handling (Chapter 6). |
Quiz (paper-based) | 200minutes |
| A short quiz reviewing previous lessons will be administered during the first half of class. | |||
| 10． | Reversi (1): Game Rules Students will implement a more complex game. Students will learn about determining where stones can be placed, functions for passes, and the logic for flipping stones (Chapter 7). |
Textbook (Chapter 7) | 200minutes |
| Read Chapter 7 of the textbook and review the lesson. | |||
| 11． | Reversi (2): AI Implementation Learn about player vs. AI matches and skip processing control (Chapter 7). |
Quiz (paper-based) | 200minutes |
| A short quiz reviewing previous lessons will be administered during the first half of class. | |||
| 12． | Object-oriented programming and breakout Students will create a more dynamic Breakout game using object-oriented programming. Students will use the concept of classes to describe entities like Player, Ball, and Block, and learn about collision detection (Chapter 8). |
Textbook (Chapter 8) | 200minutes |
| Read Chapter 8 of the textbook and review the lesson. | |||
| 13． | Final project Students will apply what they have learned to create their final project. |
Quiz (paper-based) | 200minutes |
| A short quiz reviewing previous lessons will be administered during the first half of class. | |||
| 14． | Demo Day Students will demonstrate the game created for the final project and receive feedback from other students and professor. Students will use the feedback to gain insights for refining the game. |
Final report | 200minutes |
| Students will create a game utilizing what they have learned and compile it into a report. | |||
| Total. | - | - | 2800minutes |
Evaluation will be based on a quiz (60%) and report (40%), with a total score of 60 points or higher as passing grade.
Students who are judged to have a general understanding of the characteristics of the information society and contemporary issues related to education and game programming, and to be able to explain them in their own words using concepts studied in the class, will receive 60 points.
Students who are judged to have a general understanding of the characteristics of the information society and contemporary issues related to education and game programming, and to be able to explain them in their own words using concepts studied in the class, will receive 60 points.
| ways of feedback | specific contents about "Other" |
|---|---|
| Feedback in the class |
- Respond before or after class or via email.
- Course that cultivates an ability for utilizing knowledge
- Course that cultivates a basic interpersonal skills
- Course that cultivates a basic self-management skills
- Course that cultivates a basic problem-solving skills
| Work experience | Work experience and relevance to the course content if applicable |
|---|---|
| N/A | 該当しない |
Last modified : Sat Mar 14 14:14:07 JST 2026