Abstract
In this study, we designed and implemented a group learning-type practice activity making use of the classroom environment to deepen the understanding of undergraduate students in a teacher training course with respect to the creation of task analysis diagrams. In Practice 1, we adapted existing learning content to create a hierarchy, and in Practice 2, we practiced the identification and creation of a hierarchy of tasks for use in group activities. Over a period of three years, we improved and organized the content of the activities in a design study. It was found that knowledge sharing and mutual complementation in group activities effectively improved the understanding of the creation of a problem analysis diagram. In addition, the use of checklists and ICT tools improved accuracy, and a positive attitude was confirmed toward the activity. However, dealing with the anxiety of learners continued to be an issue, and further support measures were suggested, along with the possibility of using ICT.
