In the present study, we created a Japanese version of the gaming disorder scale IGDT-10 (Király et al. 2017, 2019) that could be administered to a range of age groups from children to adults. With the cooperation of the original IGDT-10 author, we changed the language in the original scale items into plainer language in Japanese. Reliability and validity of the created scale were tested by administering it to three groups of individuals separately: elementary and junior high school students (N=1,006) who answered the scale at school and whose responses were collected onsite and returned by the postal service, senior high school students (N=219) who answered the scale and provided responses online, and adults (N=1,308) from 18 to 79 years old who also answered the scale and submitted their responses online. Respondents were individuals who had played a game during the last year or who had the experience of playing one in the past. Analysis resulted in Cronbach’s coefficient alpha exceeding 0.8 in all three studies, establishing the reliability of our scale. Factorial validity and criterion validity of our scale were also established from confirmatory factor analysis and correlation with scales and variables used as external criteria.

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.