We have been developing a learning support system of C programming language for novices named Hello C. This paper aims to describe Hello C's details, such as its concept and functions. Besides, this paper aims to verify the possibility of Hello C as a learning analytics tool for improving programming education. Hello C has an analyzer and management system for instructors, and they can use these functions to monitor and analyze the learners' activities. We examined the usefulness of Hello C as a learning analytics tool using the coding logs from an actual lecture. We could detect the signs of the ``impass'', which is defined as the time interval data that the learner did not compile. From this analysis result, we concluded that Hello C is useful for supporting learners who cannot perform the instructor's activities.
In recent years, the revitalization of local commerce and industry has been recognized as an important issue in Japan. While various activities are being promoted, the promotion of local resources through the Internet, such as the construction of websites, is considered to be an effective measure. In particular, because young people will be the leaders of the next generation of local communities, and because trends are often created by young people, web promotion for young people is considered to be essential. However, building a website with a rich design that attracts attention requires a great deal of money for the region. In addition, the cost and effort to update the information on the website and to continuously disseminate the information is also necessary. Therefore, promoting local resources using a website is not easy. In fact, there are many websites of local shopping malls and local governments that have stopped updating their websites even though they were created. Therefore, establishing a system that enables local residents to easily implement continuous Web promotion would be necessary. In this study, we focus on the information transmission method using video media, which is supported mainly by young people, and aim to analyze the usefulness of this method for the promotion of local resources.
In educational institutions such as universities, the principle of refactoring is not sufficiently taught. In fact, in lectures on the basics of object-oriented programming such as java, source code with as little method splitting as possible is used in the teaching materials. It seems a consideration to avoid placing an unnecessary burden on the learners. On the other hand, as a result of the considerations, the opportunity to focus on design theory and design patterns in source code is deprived. If the source code can be provided methodized at an appropriate level, it can be used as learning material as is. This study focuses on method partitioning among refactoring principles (improving the description of source code by method partitioning is expressed as "refactoring") and aims to clarify the level of logical structure appropriate as a teaching material during programming learning in terms of metrics and cognitive load.
Background/Objectives: Endoscopic ultrasound-guided pancreatic duct drainage (EUS-guided PDD) has emerged as an important technique for managing pancreaticojejunostomy anastomotic strictures (PJAS) following pancreatoduodenectomy. However, long-term outcome data remain limited. This study aimed to evaluate the long-term outcomes of EUS-guided PDD for benign PJAS. Methods: This single-center retrospective cohort study included 46 patients who underwent technically successful EUS-guided PDD for benign PJAS between May 2011 and June 2025. The primary outcome was cumulative clinical fistula patency assessed by Kaplan–Meier analysis. Secondary outcomes included adverse events and risk factors for re-intervention. Results: Technical success was 95.83% (46/48), with clinical success in all technically successful cases. Cumulative clinical fistula patency rates were 82.20% at 1 year and 75.90% at 3 and 5 years. Postprocedural adverse events occurred in 28.26%. Unplanned re-intervention was required in 19.57%, exclusively among patients symptomatic before the initial procedure; symptomatic-status effects were therefore non-estimable. No independent predictors of unplanned re-intervention were detected, and no differences were observed between EUS-guided pancreaticogastrostomy (EUS-guided PGS) and EUS-guided pancreatojejunostomy (EUS-guided PJS). Conclusions: EUS-guided PDD achieved high technical and clinical success with durable long-term patency (82.20% at 1 year; 75.90% at 3 and 5 years). Differences between EUS-guided PGS and EUS-guided PJS and independent predictors of unplanned re-intervention were not detected; because all nine re-interventions occurred in patients symptomatic at baseline and none in asymptomatic patients, symptomatic-status effects were non-estimable.