| Item type |
紀要論文 / Departmental Bulletin Paper(1) |
| 公開日 |
2020-10-28 |
| タイトル |
|
|
タイトル |
ゲームを用いたアイスブレイクの効果測定 |
| タイトル |
|
|
タイトル |
Evaluating“ Ice Breaker” Games Used in Classroom Experiments |
|
言語 |
en |
| 言語 |
|
|
言語 |
jpn |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
教室実験 |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
アイスブレイク |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
協力関係 |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
導入教育 |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
ゲーム |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
classroom experiment｜breaking the ice｜cooperation｜orientation education｜playing |
| 資源タイプ |
|
|
資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
|
資源タイプ |
departmental bulletin paper |
| 著者 |
齋藤, 立滋
藤井, 陽一朗
大谷, 剛
SAITO, Ryuji
FUJII, Yoichiro
OTANI, Go
|
| 抄録 |
|
|
内容記述タイプ |
Abstract |
|
内容記述 |
“Breaking ice” between students is important during classroom group activities, such as discussions and economy experiments for achieving educational goals. We examine the use of self-introductions and game activities when conducting activities to encourage interpersonal communication. Subjects were randomly assigned to a control group and a treatment group. They then took part in some trial activities after self-introductions, which had a negative frame （control） and positive frame （treatment）. We found the number of keywords used by the subjects to indicate themselves in the treatment group was larger than in the control group. This suggests the members of the treatment group may have been able to communicate more actively with each other. We show, however, the score for playing games, which requires cooperation was identical between groups. |
| 書誌情報 |
大阪産業大学経済論集
en : OSAKA SANGYO UNIVERSITY JOURNAL OF ECONOMICS
巻 21,
号 2・3,
p. 43-55,
発行日 2020-07-31
|
| 出版者 |
|
|
出版者 |
大阪産業大学学会 |
| ISSN |
|
|
収録物識別子タイプ |
ISSN |
|
収録物識別子 |
1345－1448 |
| 書誌レコードID |
|
|
収録物識別子タイプ |
NCID |
|
収録物識別子 |
AA11394639 |
121_133齋藤先生 (782.9 kB)
