Business game practice is considered to be effective to learn various dynamic situations of business. However, there have been little research on how effective they learn from business gaming. This paper describes a novel method to analyze the performance of business game learners. In this paper,we design gaming performance sheet to easily analyze the effects of business games. Comparative gaming experiments show our contribution as follows: The performance sheet enables us to detect the players’ intentions and awareness hard to be measured. The performance sheet is advantageous in visualizing and awareness over the protocol analysis via video–recording or game–logging.
When introducing new educational content and methods that are not part of the curriculum in schools, the government sometimes conducts a research to collect various opinions of the people on the matter. However, a paper-based survey may yield inaccurate results due to subjects who may not be familiar with the new content and methods. To resolve this, we performed surveys after making the subjects take a virtual lesson utilizing our game as a specific example of music education. As a result we could confirm the following points: 1) We conducted a paper-based survey without a virtual lesson. As a result, we found inconsistent answers. 2) We conducted a lesson utilizing our instructional material for high school students. As a result. the scores yielded on the item regarding the necessity of new content significantly increased between pre- and post-questionnaire answers. 3) We conducted virtual lessons of both conventional content and new content as e-learning material for university students. As a result. the students in the group that was subjected to new content earlier tended to answer like high school students. However. there is no substantial change in the pre- and post–experience in the group that experienced a conventional class earlier. Therefore, the necessity of management that considers the effects of the experience–based order was suggested.
While wind energy is expected for contribution to global environmental protection, wind turbine has an impact on host community such as landscape destruction and noise. Because of this local environmental influence. there is increasing opposition against wind projects by inhabitants. Considering this situation, we developed a tool of science technology communication, applying Settoku–Nattoku Game. In this game, benefit and impact of wind power usage are dealt, so that players are able to discuss the implementation of wind turbines relative to positive and negative impact. In this research, following results are found. First, this gaming could improve players’ understanding of positive impact concerning wind energy technology. Second, the less aware of negative impact of wind projects players are, the more their understanding of the negative impact tends to improve. Third, negative impact of wind projects is less recognized among the players. Forth, players could realize that the point of view towards wind projects depends on stakeholders. Finally, we showed availability of SNG as a tool for social consensus building, developing it from a tool for personal decision–making.
Legitimacy is defined as evaluated approvability of others’ or self rights to manage commons on the basis of some reasons or values. The present study proposed ‘Who & Why Game (W2G)’ for the purpose of examinations of mutual approval structure among various actors and providing a training game to let participants consider about the legitimacy. The results of W2G and its revised version, W2GII, indicated that judgments of legitimacy on rights for managing commons to be changed by discussions among actors, and at the same time, their recognition of its change was also suggested as an educational effects. Moreover the results of W’GII revealed the process of consensus by discussing on judging legitimacy of each actor according to their involvement to commons. It was discussed on potential applicability of W2G in both an experimental tool on the legitimacy of public policies for management of commons, and an educational training game to experience the process of making consensus on mutual approval for rights.
Partly due to the establishment of the Saiban-in system (the Japanese mixed jury system) in 2009, law-related education, especially Saiban-in education, has attracted much attention. We developed an educational game for elementary students called the Saiban-in-Saiban game. In this game, groups of four students select cases in three different rounds, and each player decides whether the defendant is guilty or not guilty and gives a reason. The group completes a round by considering at least six reasons for guilt or no guilt and deciding whether the defendant is guilty or not guilty as a group. We tested the game in an elementary school class without any difficulties. The participants had a chance to verbalize their opinions, listen actively to other players, apply the law to each case, and think about whether there were gaps between the party’s intentions and the consequence of an action.