抄録
The research purpose was to develop an elementary school home economics lesson to facilitate students to consider how they use their spare money on online games, and to examine its effect. We used online learning material with which students can experience a billing system with prepaid cards.
After implementing the lesson, as a result of statistical analysis, the ratio of students who used their fictitious spare money as they planned in class was about 40% of a group of students playing online games with billing. It was significantly less than the other groups: non-online game user group and non-billing online game user group. As well, after the lesson, the number of students’ answer, “I don’t know,” to the question “How much money do you want to use to play online games?” decreased significantly, and the number of students saying “I read most rules before I play online games” increased significantly.
https://ror.org/0475w6974 
