Abstract:

The teaching of Physics to computer engineering students presents a well-documented pedagogical problem, often characterized by low student engagement and insufficient prior knowledge. In this paper, we present and quantitatively assess the KANTAN (簡単) methodology, a pedagogical model designed to address these challenges. The model adapts principles from Japanese industrial management, such as Lean manufacturing and the Kaizen philosophy of continuous improvement, to the context of a university-level physics course. We test the model against empirical data from a Physics 101 course, where the semester is framed as a 13-week production line. Student workflow is managed using a Kanban-inspired visual time-control sheet, and work is performed according to a standardized seven-step problem-solving protocol. To foster a culture of continuous improvement and enhance engagement, the methodology is framed within a culturally relevant narrative that introduces Japanese concepts such as Gaman (我慢, patient endurance) and Kintsugi (金継ぎ, mending imperfections). The KANTAN methodology is a promising model for making student work patterns visible and providing a quantitative basis for timely pedagogical interventions. We must caution, however, that these results are preliminary, and our work should be regarded as a starting point for a more extensive investigation.

The quantitative results from our implementation of the KANTAN methodology provide empirical support for its core principles. The model's central metaphor of the course as a production line, managed with a Kanban-style control sheet, proved to be more than just a motivational tool. It is a system for making the often-invisible processes of student learning explicit, measurable, and manageable.

The identification of two distinct tipping points is a particularly noteworthy finding. The first is best understood not as a simple threshold but as a manifestation of a strong logarithmic relationship between effort and outcome. This provides a more nuanced, data-driven target for students: consistent early and middle-stage effort yields the greatest marginal returns on the final grade. The second, a temporal threshold around the 7th week, is perhaps more pedagogically significant. It provides a quantitative basis for the common intuition among educators that early and consistent effort is critical.

The application of the Lean concepts of Muda, Mura, and Muri provides a powerful diagnostic framework. By identifying uneven workflows (Mura) that lead to wasted effort (Muda) and are often caused by an overburden of prerequisite knowledge (Muri), instructors can move beyond simply identifying that a student is struggling and begin to diagnose why they are struggling.

The integration of Japanese cultural concepts appears to be a successful application of culturally relevant pedagogy. For a student demographic often engaged with Japanese popular culture, these concepts provide a familiar and engaging entry point into a discussion of the professional ethics and work habits--such as perseverance (Gaman), continuous improvement (Kaizen), and respect for the process (Kodawari)--that are essential for success in a demanding technical field. It is important to note that this approach must be handled with cultural sensitivity to avoid stereotyping or superficial appropriation, a concern echoed by scholars of cross-cultural education.

Keywords:

Kantan methodology, engagement, Physics, education.