Published papers

This study investigates the impact of rubric-based self-assessment on metacognition and learning behavior in a Project-Based Learning (PBL) workshop designed to train Japanese space architects. The workshop aims to foster systems thinking and soft skills necessary for leading complex space development projects. The workshop was conducted three times with different target participants and variations in how the rubric was used, with a total of 59 participants attending. Three different implementations of the rubric were analyzed to examine two hypotheses: (1) setting clear learning goals at the project outset promotes self-regulated behavior, and (2) repeated self-reflection using a rubric enhances learning outcomes. Quantitative results showed that most participants improved their scores, particularly in areas related to architectural and physical design. Qualitative analysis of written reflections revealed a shift from vague uncertainty to deeper recognition of personal learning challenges. However, early goal setting sometimes suppressed spontaneous reflection. These findings suggest that rubrics function not only as evaluation tools but also as cognitive scaffolds that enhance reflective learning. The study offers practical insights for designing reflective learning environments in STEM education, emphasizing the balanced use of structured assessment and open-ended reflection.

Emotional values such as a sense of security, empathy, and pride play an important role in user acceptance and behavior in modern system and service design. However, their abstract and subjective nature often leads to their exclusion in the early stages of design. This study proposes a method called Dialogue-Imagination CVCA, which visualizes the emergence and chains of emotional values through imagined stakeholder dialogues. In a validation workshop involving three healthcare service design teams, the method outperformed conventional CVCA: the number of extracted values increased by 1.4 times on average, the proportion of emotional values rose from $10-15 \%$ to $65-80 \%$, and the diversity of emotional categories also expanded. Dialogue-Imagination CVCA enables the integration of context-rich emotional values as nonfunctional requirements (NFRs) in early design, providing a practical framework for systematically addressing relationship-based values. The method supports a value-driven and human-centered design by structuring the extraction of emotional values beyond intuitive processes.

This research introduces a new development methodology for rockets, addressing the challenges of their lengthy development cycles and difficulty adapting to rapid environmental changes. The proposed method aims to facilitate gradual development and gradual market introduction by defining a final generation system architecture, then dispersing and managing risks over time through multiple gradual system architectures. It employs a multifaceted risk assessment using maturity indicators like Technology Readiness Levels (TRL) and Integration Readiness Levels (IRL), accumulating this information via Design Structure Matrix (DSM) and Multi Domain Matrix (MDM) for traceability and efficient change management throughout both development stage and operation stage in rocket system's lifecycle. This proposed approach supports parallel development and operation, allowing for more flexible responses to evolving demands.

As the pandemic of Covid-19 has led to the rapid expansion of online tools, it is urgent to study how to improve persuasion in online business communication. Based on the Elaboration Likelihood Model (ELM), this study focused on 'Motivation to process' the first stage of the central route of this model. We examined the impact of visual and audio cue combinations used by salespeople in online tools. Six combination videos of a salesperson are composed of three kinds of still images (Name, Profile photo with no expression, and Profile photo with a smile), and two kinds of voices (Dull and Bright). Before watching the videos, 107 participants, as customers, read the outline of the proposal. They were then asked whether they were interested in the topic and divided into two groups: Interested or Uninterested. Then, they evaluated their motivation to process by watching videos on the seven levels of the Likert scale. The Multiple Comparison Analysis showed that 'Name x dull voice' and 'Photo with no expression x dull voice' decreased customer motivation to process compared to other combinations for both groups. We also found that both visual and audio cues were influential for the uninterested group but that audio cues rather than visual cues were more influential for the interested group. As a result, by paying more attention to the combination of visual and audio cues in online tools, salespeople could make better impressions and improve customer motivation to process as one of the essential factors of persuasion.