2026 Volume 28 Issue 3 Pages 331-334
To enhance students’ learning, various learning cycles have been proposed to date. Some previous studies have suggested that learning cycles and classroom environments are related to the promotion of students’ learning outcomes and learning motivation; however, these approaches have not been sufficiently generalized. To address this issue, this study focuses on classes conducted based on The Enhanced Learning Cycle proposed at Musashino University and implemented in a classroom with a freely reconfigurable layout. We attempted to evaluate this learning environment by visualizing conversational interactions among participants. The results showed that conversations involving three or more students occurred during the analyzed scenes, and that interactions were not limited to adjacent seats but also took place between students separated by two or more seats. In these scenes, the instructor conducted the class while engaging in conversations with all students. These findings suggest the usefulness of conversational interaction as a variable for estimating the relationship between instructional activities and classroom layout.
