Effects of report-writing on a multi-stage-experience educational program using an autonomous mobile robot

System design and development are fundamental capabilities for an engineer. The Department of Control Engineering at the National Institute of Technology, Nara College, has been offering a course called “Practical System Design,” a unique opportunity for students to experience the entire process of developing an autonomous mobile robot, to fourth-year students for about 20 years. However, in recent years, robot design and construction have become a huge challenge for these students. To address this problem, we have worked on improving the engineering program. First, we have introduced a problem-based learning (PBL) education program in all experimental engineering classes in years 1-3. Also, we require students to submit a written report after each class session. This report is intended to help improve the students´ schedule management, role-sharing, and work-tracking skills. These reports are reviewed by the relevant course teachers and assessed for logic and quantitative representation. In this paper, we discuss the approach to, achievements of, and future subjects to be taken up by this multi-stage-experience educational program, especially the effect of report-writing.