2022 Volume 32 Issue 1 Pages 12-23
The COVID-19 epidemic led to the “Persuasion Game” (Settoku-Nattoku Game) being used online for an environmental policy course at a university in 2020 and 2021. The online practice was compared to that held in face-to-face classes in 2019. The online class used Zoom’s breakout rooms with three or four students assigned to each room. In academic 2020, the mutual observation version of the “Persuasion Game” that consists of persuasion and feedback sessions was conducted online. In the persuasion sessions, one person persuaded another while the other(s) observed. In the feedback sessions, the observer(s) gave feedback to those involved in the persuasion sessions. The main change from the original mutual observation version in 2020 was that the persuasion and feedback sessions alternated. In academic 2021, it was decided to have no observer(s) in the group. The persuaders were selected in turn and attempted to persuade the other members. The advantages, limitations, and problems of the online practice in 2021 are described in this paper, along with the results of the post-game survey. In both the online and face-to-face classes, participants felt a sense of excitement and achievement that deepened their understanding of environmentally conscious behavior. The advantages of the function that automatically allocates breakout rooms and the use of idea cards are also discussed.
