**5.1 Curriculum for the hands-on training of system creators**

A 2022 second-semester curriculum for system creators consisted of three lesson themes, as shown in **Table 4**, that indicated the necessary educational instruments, software, and platforms according to the respective hands-on training sessions shown below:

1. IoT and service—Micro:bit

2. IoT and service—obniz

3.Metaverse experience—Spatial


#### **Table 4.**

*The curriculum of the system creator, computer education device, and software and platform.*

After organizing the learners into one group of four people, hands-on training was conducted. After the training, the group work exercise was executed as an output that utilized the results of the training. This group work exercise involved having learners propose a social system design for an IoT platform that aims to solve social issues.

*Educational Programs of Business Producers and System Creators for Future Strategy Design… DOI: http://dx.doi.org/10.5772/intechopen.110029*

### **5.2 IoT and platform service: hands-on training using Micro:bit**

In the lecture, first, to understand the mechanism of cooperation with IoT devices and platform services, the functions equipped with Micro:bit, which has a practical track record as computer education device, were explained (see **Figure 2**).

Micro:bit (also referred to as BBC Micro:bit) is open-source hardware based on an embedded system designed by the British Broadcasting Corporation (BBC) for use in computer education in the United Kingdom. The device is described as half the size of a credit card and has an ARM Cortex-M0 processor, accelerometer, magnetometer sensors, Bluetooth and USB connectivity, a display consisting of 25 LEDs, two programmable buttons, and can be powered by either a USB or an external battery pack [6]. The device's inputs and outputs are through five-ring connectors that form part of a larger 25-pin edge

#### **Figure 3.** *MakeCode as a visual editor [7].*

connector. In October 2020, a physically nearly identical v2 board was released that features a Cortex-M4F microcontroller with more memory and other new features.

In parallel with the lectures on the various algorithms mentioned above, the learners created programming that applied each algorithm. The learners used MakeCode, a program editor available in the browser environment from Microsoft that supports the operation method of Micro:bit. After creating various embedded programs, the learners were able to implement the programming on Micro:bit and check whether the IoT mechanism worked well.

MakeCode is a visual editor that can be used in the browser environment of a platform service that allows programming practice. In other words, in MakeCode, programs are prepared in advance as block-type commands, and learners can visually express the programming process by combining each block (**Figure 3**).

The advantage of using MakeCode in class management is that individual learners could practice programming through the same Microsoft browser environment not only in the classroom but also when doing homework. In addition, many of the students at the School of Business were beginners who had no experience in implementing specialized programming languages and grammar. However, while receiving lectures on the procedures for operating IoT systems, it became possible for them to create programming easily by selecting the appropriate blocks according to each procedure and connecting the blocks to each other.

#### **5.3 IoT and platform service: hands-on training using obniz**

The Japanese company obniz provides IoT hardware devices called the obniz Board, which has preinstalled obnizOS and the obniz Cloud service as a development *Educational Programs of Business Producers and System Creators for Future Strategy Design… DOI: http://dx.doi.org/10.5772/intechopen.110029*

environment that can build IoT systems in a browser environment *via* Wi-Fi. By programming the electronic parts connected to the Mounting Holes in the obniz Board shown in **Figure 4**, it is possible not only to operate them with the keyboard of the PC but also to use mobile phones through obniz Cloud. JavaScript can be used as a development language. As with Microsoft's program editor MakeCode mentioned above, block programming that does not require programming knowledge can also be used.

In "2. IoT and platform service: obniz" in **Table 4**, the attendance confirmation system is explained below. In the attendance confirmation system, both LEDs were inserted into the appropriate positions of the mounting holes, so that the green LED blinked when the person was away and the red LED blinked when the person was present (**Figure 5**). Furthermore, to detect the presence of humans using the distance sensor, the terminals of the sensor were connected to the appropriate positions of the mounting holes.

For the algorithm to confirm people's presence in seats, if the value of the distance sensor (variable name "range") detected an object within 300 m, the seat was considered filled (assuming that a person was seated); otherwise, the seat was considered empty. An example of block programming according to this algorithm is shown in **Figure 6**.

#### **5.4 Metaverse experience: spatial platform**

Spatial, as a US start-up company, provides the Spatial platform that allows users to create their own VR/AR spaces. Multiple users as avatars (up to 25 to 30 users) in

#### **Figure 5.**

*LEDs (blue: vacant, red: occupied) and distance sensor connected to the mounting holes of obniz (*Source*: Yoshiyuki Ono).*

#### **Figure 6.**

*Example of block programming and the seat confirmation system algorithm (*Source*: created by Yoshiyuki Ono).*

different locations can participate in the same VR/AR spaces, such as virtual galleries, virtual tours, virtual facilities, and communicate with each other.

The Spatial platform enables the communication between different devices (cross-device communication) [9]. For example, compatible cross-devices include *Educational Programs of Business Producers and System Creators for Future Strategy Design… DOI: http://dx.doi.org/10.5772/intechopen.110029*

MR devices such as Microsoft's HoloLens and Magic Leap's Magic Leap 1, integrated VR headsets such as Meta Quest, tablets, desktop PCs, and smartphones. Our own Tamaki Lab Virtual Museum, especially for "Hands-on training (2)" in **Table 4**, was created using the Spatial platform.

In hands-on training for each group (one group consisting of four learners), each learner first created their own spatial platform account and avatar. After entering the Tamaki Lab Virtual Museum, the individual learner browsed various exhibits while walking around the museum. They attached some digital sticky notes with each learner's name to their interested exhibits (**Figure 7**).

Then, they selected the most popular exhibit by having the four avatars communicate with each other and meet in front of the selected exhibit. After everyone gathered in front of the selected exhibit, they took a virtual commemorative photo. The virtual commemorative photo data were submitted as a group assignment report for hands-on training.

**Figure 7.** *Tamaki lab virtual museum in spatial (*Source*: Yoshiyuki Ono).*

As a group work exercise in preparation for the presentation on the Spatial platform, they planned a new university laboratory design following the virtual visit experience and gave a group presentation and mutual evaluation.

### **6. Conclusion**

In response to social issues that may arise in the future, new human resources who can formulate SDG/CE business scheme documents have become necessary and are referred to as business producers. New educational methods to train business producers to combine both PBL and AL to accommodate hybrid group work by effectively utilizing educational DX technology for a flexible response to the new normal following COVID-19. This chapter discussed curriculum design for hybrid group work exercises combined with PBL and AL and shared digital whiteboards for collaborative learning methods using Google Docs and the miro platform service. Furthermore, it discussed DX learning environment systems corresponding to regular class times and special class times by utilizing LMS and web conferencing systems, digital teaching materials, and learning support.

To address another research issue, the research team of this paper is developing an automatic question-and-answer system for learners in an online environment using an AI chatbot during and after a hybrid group work class. The system was actually incorporated into demonstration classes in 2021, and the system will continue to be improved.

As prerequisites for the four types of human resources who formulated the SDG/ CE business schemes, they were taught theories and mechanisms for various advanced technologies and are referred to as "system creators."

The practical hands-on training program was created to cover the following three subjects: (1) Micro:bit and browser-based block programming editor MakeCode, (2) obniz and MakeCode, and (3) metaverse experience: Tamaki Lab Virtual Museum on the Spatial platform. Each group presented individual avatars and evaluated other groups on Spatial.

To improve the educational quality of both programs for business producers and system creators, strengthening the structure and professional human resources of the educational management organizations to continuously maintain the established new educational methods should be enhanced. These organizations should develop new educational methods of instructional design [10], engage in continuous research and development of learning environment platforms, promote faculty development, educate teaching assistants, improve grading evaluation methods, and improve course evaluation methods.

To address future challenges with the DX project activities, it is necessary to systematize and maintain these facilities and ICT systems for new DX education, and numerous computer education devices, software, and platforms should be consolidated into one comprehensive DX education system. To make full use of the comprehensive DX education system, appropriate experiential training programs should be prepared for faculty, expert staff, and TAs engaged in the system's operation and management. Furthermore, digital teaching materials for individual instructors and learners must be developed in practical educational sites.

### **Acknowledgements**

This research was conducted as part of the Grant-in-Aid for Scientific Research Activity in Japan (2022–2025): "Development, empirical research, dissemination of *Educational Programs of Business Producers and System Creators for Future Strategy Design… DOI: http://dx.doi.org/10.5772/intechopen.110029*

new theories and system techniques for the circular economy to fulfill the responsibility for the production and consumption of SDGs." It was further supported by a research grant from the Global Business Research Institute at Aoyama Gakuin University.
