Textbook set and instructions on how to use the textbook set

Abstract

We provide a set of educational materials that enables the creation of effective educational games. [Solution] A set of teaching materials used in an educational game played by multiple players together, comprising a group of cards from which a player can select one of the cards during the game, wherein each card in the group represents a different content from the others.

Description

Technical Field

[0006] ,

[0001] The present invention relates to a teaching material set used in an educational game executed by a plurality of players together, and a method of using the teaching material set.

Background Art

[0002] Conventionally, various game tools for a plurality of players to execute together have been proposed. For example, Patent Document 1 discloses a game toy that includes a game item and a play field and is said to be highly interesting.

[0003] Game tools are generally often used for play, but it is also possible to devise the composition content, rules, etc. to make them a kind of teaching material for conducting an educational game. By using such teaching materials, it can be expected that players will learn with more curiosity and a very high educational effect can be expected.

Prior Art Documents

Patent Documents

[0004]

Patent Document 1

Summary of the Invention

Problems to be Solved by the Invention

[0005] In order to realize an effective educational game, it is important to incorporate a relatively large amount of information, such as various types of knowledge and explanations regarding educational purposes, into the game content while incorporating game elements. In view of such circumstances, the present invention aims to provide a teaching material set that can realize an effective educational game.

Means for Solving the Problems

[0006] The educational material set according to the present invention is an educational material set used in an educational game played by multiple players together, and comprises a group of cards from which players can select one of the cards during the game, with each card in the group having different content from the others. This configuration makes it possible to realize an effective educational game.

[0007] More specifically, the above configuration is such that the game proceeds in the following order: a role step in which each player takes on one of the roles in the supply chain, and a decision step in which each player considers and decides on an idea from their assigned role regarding one of the phases of the supply chain; and the card set may consist of a group of role cards containing multiple role cards that each player takes in the role step, with each role card representing one of the various roles.

[0008] More specifically, the above configuration may further include an additional group of position cards that substitute for the aforementioned group of position cards, the additional group of position cards consisting of various additional position cards representing different types of positions, and the content of the position represented by each additional position card being the position represented by each position card with a predetermined condition added. More specifically, the predetermined condition may be the condition that the position takes the SDGs into consideration.

[0009] More specifically, the above configuration may include a group of idea cards containing multiple idea cards for each player to choose in the decision step, with each idea card representing one of the various ideas.

[0010] More specifically, the above configuration may be such that the game pattern including the decision step is executed for each of the multiple types of phases, and the idea card group is provided separately for each phase.

[0011] More specifically, the above configuration may be carried out in the event that there is a request from an external party to the supply chain that influences the idea, and may be configured to have a set of request cards consisting of various request cards representing different types of requests.

[0012] More specifically, the above configuration may be one in which the decision step is performed when a happening occurs that affects the idea, and the configuration may include a group of happening cards, each of which represents a different type of happening.

[0013] More specifically, the above configuration may be such that the game pattern including the decision step is performed for each of several types of phases, and each player has a problem-solving sheet for filling in predetermined information, the problem-solving sheet may have a position entry field for filling in their position, a happening entry field for filling in the type of happening, and an idea entry field for filling in the idea they have decided on for each phase.

[0014] More specifically, the above configuration is a step in which each player selects an idea card corresponding to the idea they have decided on and takes the selected idea card, and if the same idea card is selected by multiple players, there may be a group of MeToo cards that can be taken by the players among them who do not take the idea card, and each MeToo card may be configured to describe various positions.

[0015] More specifically, the above configuration may include a game board having a card placement space for arranging all the idea cards used in the same phase, and a phase display section for displaying the multiple types of phases.

[0016] More specifically, the above configuration may include a recording medium that stores materials to be displayed on a screen for each player to see, and the materials may include a portion to be shown to each player before the game is played, a portion to be shown to each player during the game, and a portion to be shown to each player after the game is played.

[0017] Furthermore, the method of using the teaching material set according to the present invention is a method of using the teaching material set, comprising: a first step in which each player takes a position card and assumes the position indicated by the position card; a second step in which each player thinks about and decides on an idea from the position they are in charge of regarding any phase of the supply chain; a third step in which each player takes an idea card corresponding to the idea decided in the second step; and a fourth step in which each player chooses the idea card that they can most empathize with from among the idea cards taken by the other players. [Effects of the Invention]

[0018] The teaching material set according to the present invention makes it possible to create effective educational games. Furthermore, the method of using the teaching material set according to the present invention enables effective education using the teaching material set according to the present invention. [Brief explanation of the drawing]

[0019] [Figure 1] This is an explanatory diagram of each component of the teaching material set according to this embodiment. [Figure 2A] This is an external view of the position card according to this embodiment. [Figure 2B] This is an external view of the additional position card according to this embodiment. [Figure 3] This is an external view of a portion of the "production" idea card group according to this embodiment. [Figure 4] This is an external view of a portion of the "Delivery" idea card group according to this embodiment. [Figure 5]It is an external view of a part of the "Sales" idea card group according to this embodiment. [Figure 6] It is an external view of a part of the "Consumption" idea card group according to this embodiment. [Figure 7] It is an external view of a part of the "Waste Disposal" idea card group according to this embodiment. [Figure 8] It is an external view of the request card according to this embodiment. [Figure 9] It is an external view of the happening card according to this embodiment. [Figure 10] It is an external view of the MeToo card according to this embodiment. [Figure 11] It is an external view of the game board according to this embodiment. [Figure 12] It is an external view of the idea selection sheet according to this embodiment. [Figure 13A] It is an external view of the problem-solving sheet according to this embodiment. [Figure 13B] It is an explanatory diagram regarding the content of the slide material. [Figure 14] It is a flowchart regarding the first usage pattern according to this embodiment. [Figure 15] It is an explanatory diagram of the state of using the teaching material set according to this embodiment. [Figure 16] It is an explanatory diagram of the state of using the teaching material set according to this embodiment. [Figure 17] It is a flowchart regarding the first usage pattern according to this embodiment. [Figure 18] It is a flowchart regarding the second usage pattern according to this embodiment. [Figure 19] It is a flowchart regarding the second usage pattern according to this embodiment. [Figure 20] It is a flowchart regarding the third usage pattern according to this embodiment. [Figure 21] It is a flowchart regarding the third usage pattern according to this embodiment.

Mode for Carrying Out the Invention

[0020] Embodiments of the present invention will be described below with reference to the drawings.

[0021] 1. Composition of the teaching materials set, etc. First, the configuration of the teaching material set TS according to this embodiment will be explained. Figure 1 schematically shows each component of the teaching material set TS. As shown in this figure, the teaching material set TS includes a group of position cards 1aW, an additional group of position cards 1bW, an idea group 2W, a request group 3W, an event card group 4W, a MeToo card group 5W, a game board 6, an idea selection sheet 7, a problem-solving sheet 8, a coin 9, and a slide material recording medium 10.

[0022] The TS educational material set is an educational game (hereinafter sometimes simply referred to as "the game") used for an educational game played by approximately 4 to 5 players (preferably 5 players). The game in this embodiment is designed to enable education that allows players to learn about the relationships between supply chains, understand the perspectives of the people (self-employed, managers, consumers, investors, and workers) who are involved in each phase (stage) of the supply chain—production, distribution, sales, consumption, and waste disposal—and to think about the SDGs [Sustainable Development Goals] from a broader perspective and encourage action. In the following description, the phases of the supply chain may sometimes simply be referred to as "phases."

[0023] Each card in the Position Card Group 1aW, Additional Position Card Group 1bW, Idea Card Group 2W, Request Card Group 3W, Happening Card Group 4W, and MeToo Card Group 5W is formed as a thin, flat plate that is rectangular in plan view, with information about the game printed on its surface. All cards belonging to the same card group are identical in shape and dimensions. In this embodiment, all cards are made of cardboard of the same shape and dimensions, and are rectangular in shape with a vertical dimension of approximately 9 cm and a horizontal dimension of approximately 6 cm in plan view. Position Card Group 1aW consists of five Position Cards 1a, as shown in Figure 2A. As shown in this figure, each Position Card 1a represents one of the various positions involved in the supply chain, specifically "Self-employed," "Manager," "Consumer," "Investor," and "Worker."

[0024] The additional position card group 1bW consists of five additional position cards 1b, as shown in Figure 2B. Like the position card group 1aW, the additional position card group 1bW also represents various positions involved in the supply chain. However, the position represented by each additional position card 1b is a concept that adds predetermined conditions to each position in position card 1a (in this embodiment, it is a concept with the added condition that it is a position that takes the SDGs into consideration). Specifically, as shown in Figure 2B, each additional position card 1b represents one of the following: "Social Entrepreneur" (a concept that adds the above conditions to self-employment), "CSV Management" (a concept that adds the above conditions to management), "Ethical Consumer" (a concept that adds the above conditions to consumers), "ESG Investor" (a concept that adds the above conditions to investors), or "Work-Life Balance Worker" (a concept that adds the above conditions to workers).

[0025] Both Position Card 1a and Additional Position Card 1b clearly describe the name of the position represented by the card, along with its meaning and the expectations of the person in that position. Therefore, by looking at the information on these cards, each player can deepen their understanding of the various positions involved in the supply chain.

[0026] Idea Card Set 2W consists of multiple Idea Cards 2, each representing an idea from the perspective of someone involved in a particular phase of the supply chain. Here, "ideas" typically refer to thoughts aimed at improving (or preventing from worsening) the current situation in that phase, such as what one desires (e.g., "I want to act this way") or what one desires others (e.g., "I want people in the world to act this way"). In the following explanation, ideas from the perspective of someone involved in a particular phase of the supply chain may simply be referred to as "ideas."

[0027] In this embodiment, the idea card group 2W includes the "production" idea card group 2Wa relating to the production phase, the "delivery" idea card group 2Wb relating to the delivery phase, the "sales" idea card group 2Wc relating to the sales phase, the "consumption" idea card group 2Wd relating to the consumption phase, and the "waste disposal" idea card group 2We relating to the waste disposal phase. Each of these idea card groups 2Wa to 2We consists of a total of 12 idea cards 2.

[0028] Figure 3 shows a portion of Idea Card 2 in the "Production" Idea Card Group 2Wa. As shown in this figure, each Idea Card 2 in the "Production" Idea Card Group 2Wa represents various ideas from the perspective of those involved in the supply chain regarding the production phase, such as "We want a large quantity of products that can be sold at a high price with little investment, produced in a short time."

[0029] Figure 4 shows a portion of Idea Card 2 in the "Delivery" Idea Card Group 2Wb. As shown in this figure, each Idea Card 2 in the "Delivery" Idea Card Group 2Wb represents various ideas from the perspective of those responsible for the supply chain regarding the delivery phase, such as "We would like you to work on reducing CO2 (carbon dioxide) emissions."

[0030] Figure 5 shows a portion of Idea Card 2 in the "Sales" Idea Card Group 2Wc. As shown in this figure, each Idea Card 2 in the "Sales" Idea Card Group 2Wc represents various ideas from the perspective of those involved in the supply chain regarding the sales phase, such as "I want to sell easily and get a high salary."

[0031] Figure 6 shows a portion of Idea Card 2 in the "Consumption" Idea Card Group 2Wd. As shown in this figure, each Idea Card 2 in the "Consumption" Idea Card Group 2Wd represents various ideas from the perspective of those involved in the supply chain regarding the consumption phase, such as "Please do not demand excessive services."

[0032] Figure 7 shows a portion of Idea Card 2 in the "Waste Disposal" Idea Card Group 2We. As shown in this figure, each Idea Card 2 in the "Waste Disposal" Idea Card Group 2We represents various ideas from the perspective of those involved in the supply chain regarding the waste disposal phase, such as "We want a workplace free from health hazards."

[0033] The request card group 3W consists of multiple request cards 3 that represent requests from an external perspective (requests that influence ideas) for each phase of the supply chain. In this embodiment, as shown in Figure 8, the request card group 3W consists of a total of four request cards 3: "Guardians," "Teachers," "Certifiers," and "Communicators." For example, the request card 3 for "Certifiers" represents the request from the perspective of "people who work for people's health and public health, such as doctors, pharmacists, and public health nurses," that "we want many people to know about disease prevention and food safety."

[0034] The Happening Card Group 4W consists of multiple happening cards 4 that represent happenings that influence ideas from the perspective of those involved in the supply chain, for each phase of the supply chain. In this embodiment, as shown in Figure 9, the Happening Card Group 4W consists of a total of six happening cards 4: "Pandemic," "Pollution / CO2 Problem," "War / Conflict," "Natural Disaster," "Recession," and "Fraud." For example, the "Natural Disaster" happening card 4 represents the happening, "Crops could not be harvested due to an earthquake / typhoon. Food factories became unusable."

[0035] The MeToo card group 5W consists of multiple MeToo cards 5 that serve as substitutes for Idea Card 2 under predetermined circumstances during the game (step S14 described later). In this embodiment, as shown in Figure 10, the MeToo card group 5W includes MeToo cards 5 labeled "Self-employed or social entrepreneur," MeToo cards 5 labeled "Business owner or CSV business owner," MeToo cards 5 labeled "Consumer or ethical consumer," MeToo cards 5 labeled "Investor or ESG investor," and MeToo cards 5 labeled "Worker or work-life balance worker." There are 12 of each of these five types of MeToo cards 5, so the MeToo card group 5W consists of a total of 60 MeToo cards 5.

[0036] Figure 11 is an external view of the game board 6. The game board 6 is a flat, rectangular board made of a large sheet of paper, which is placed on the floor or a table so that each player can see its surface while the game is in progress. The game board 6 includes a card placement space 61 for arranging all of the idea cards 2 (i.e., 12 idea cards 2) of the idea card group 2W used in the same phase, and a phase display section 62 that shows multiple phases (production, distribution, sales, consumption, and waste disposal). Thus, information related to the game (display information such as the card placement space 61 and the phase display section 62) is printed on the surface of the game board 6.

[0037] Figure 12 is an external view of the Idea Selection Sheet 7. The Idea Selection Sheet 7 has card placement spaces 71 for each of the multiple phases (production, distribution, sales, consumption, and waste disposal) where the player places the selected Idea Card 2. Each card placement space 71 has a number entry field 71a for writing the number of the selected Idea Card 2 and a reason entry field 71b for writing the reason for selecting that Idea Card 2.

[0038] Figure 13A is an external view of the problem-solving sheet 8. As shown in this figure, the problem-solving sheet 8 has a position entry field 81 and a happening entry field 82, as well as idea entry fields 83 to 87 corresponding to each of the multiple phases (production, delivery, sales, consumption, and waste disposal). In the teaching material set TS, five or more problem-solving sheets 8 are provided so that one can be assigned to each of the five players.

[0039] There are at least 25 coins available so that each of the five players participating in the game can be allocated 5 coins. The slide material recording medium 10 is a medium on which slide materials 10a (materials consisting of multiple slide images) created as data in PDF format, for example, can be used by connecting it to a general PC (personal computer).

[0040] The slide material recording medium 10 is typically a USB memory stick, but is not limited to this; for example, a CD-ROM may also be used. By operating a PC or other device to which the slide material recording medium 10 is connected, any slide image contained in the slide material 10a can be displayed on a display connected to the PC or other device.

[0041] Slide material 10a includes, for each of the first to third usage patterns described later, an introduction section to be shown to each player before the game is played (a section consisting of multiple slide images that display the purpose and objectives of the game to be played), a development section to be shown to each player during the game (a section consisting of multiple slide images that display explanations about the progress of the game), and a conclusion section to be shown to each player after the game is played (a section consisting of multiple slide images that display content that encourages a review of the results of the game played). Figure 13B shows some of the content of the slide images related to the first usage pattern in slide material 10a, with Figure 13B(a) showing some of the content of the introduction section, Figure 13B(b) showing some of the content of the development section, and Figure 13B(c) showing some of the content of the conclusion section.

[0042] 2. Instructions for using the teaching materials set, etc. The TS teaching material set is best used by an instructor and 4-5 players (ideally 5). For example, when used in a school class, the teacher of the class would be the instructor, and 4-5 students from that class would be the players.

[0043] For example, if there are 30 students in a class, the 30 students should be divided into 6 groups (each consisting of 5 students), and a different set of teaching materials (TS) should be used for each group. The class teacher should also act as the leader for each group. In the following explanation, we will assume that the teaching material set (TS) is used by one leader and 5 players.

[0044] A typical way to use the TS teaching material set is to follow the first, second, and third usage patterns sequentially in that order. The following provides a detailed explanation of each of these usage patterns.

[0045] First, the first usage pattern will be explained with reference to the flowchart in Figure 14. As preparation for using the teaching material set TS, the card sets to be used and the game board 6 should be placed on the table TB as shown in Figure 15. In the first usage pattern, the following card sets will be used: position card set 1aW, idea card set 2W, and MeToo card set 5W. Also, each player should be positioned around the table TB, and the slide presentation 10a displayed on the screen should be visible to each player.

[0046] The instructor uses the introduction section corresponding to the first usage pattern of slide 10a to explain the purpose and objectives of the game to be played (Step S1). This allows each player to understand the purpose and objectives in advance, enabling them to play the game more effectively. Furthermore, during the execution of Steps S2 to S4, the instructor can use the development section corresponding to the first usage pattern to provide explanations regarding the progress of the game as needed.

[0047] Next, each player takes one position card 1a from the position card group 1aW and takes on that position (the position indicated by the card they took) (Step S2). At this time, each player may decide in advance which position they will take through discussion or other means before taking a position card 1a, or each position card 1a may be turned face down so that its contents are not known, and each player may take one position card 1a to assign positions randomly. As shown in Figure 16, each player places the position card 1a they took in front of them on the table TB so that all players know which player is taking on which position.

[0048] Next, each player executes their game plan for each phase: production, distribution, sales, consumption, and waste disposal (Step S4). This game plan flow will be explained with reference to the flowchart shown in Figure 17.

[0049] First, place all the Idea Cards 2 to be used in this phase on the game board 6 (card placement space 61) (Step S11). For example, if the current phase is "Production," place all 12 Idea Cards 2 from the "Production" Idea Card group 2Wa on the card placement space 61 of the game board 6 so that all players can see what is written on them.

[0050] Next, each player chooses an Idea Card 2 from among the Idea Cards 2 placed on the game board 6 that describes an idea from the perspective of the current phase they are representing (or an Idea Card 2 that describes the idea closest to their own) (Step S12). At this time, each player should act as the person in their assigned role, look at each Idea Card 2, think about and decide on an idea from that perspective, and then choose the Idea Card 2 that describes that idea.

[0051] Next, each player simultaneously points to the Idea Card 2 they have chosen (Step S13). Then, each player takes the Idea Card 2 they pointed to (Step S14).

[0052] Here, since there is only one Idea Card 2 with the same content, if there is a duplicate of the Idea Card 2 that is pointed to, the missing one is substituted with a MeToo Card 5. In other words, if multiple players point to the same Idea Card 2, one of those players takes that Idea Card 2, and the others take the corresponding MeToo Card 5 (MeToo Card 5 indicating the position of the player who took the Idea Card 2) in its place.

[0053] Each player also places the Idea Card 2 (or MeToo Card 5) they have taken in front of them on the Table TB so that all players know which player has taken which Idea Card 2. Alternatively, each player may have one Idea Selection Sheet 7 beforehand and place the Idea Card 2 (or MeToo Card 5) they have taken on the corresponding card placement space 71 on their Idea Selection Sheet 7. In this case, the player may first write the number of the Idea Card 2 they have taken (chosen) in the number entry field 71a, and then write the reason for choosing that Idea Card 2 in the reason entry field 71b, before placing the Idea Card 2.

[0054] Next, each player shares with others the reason why they chose Idea Card 2 (Step S15). This sharing can be done through a discussion among the players, or each player can take turns presenting their reason. Additionally, all Idea Card 2s remaining on the game board 6 for the current phase should be collected before moving on to the game plan for the next phase.

[0055] Once the game plan described above for the "production" phase (steps S11-S15) is completed, the same game plan for the "delivery" phase, the "sales" phase, the "consumption" phase, and the "waste disposal" phase are executed sequentially. The phase display section 62 on the game board 6 also shows the order in which each phase should be executed, making it possible to see at a glance which phase's game plan should be executed next.

[0056] Returning to Figure 14, once the game plan for all phases is complete, the instructor then uses the summary section of slide 10a corresponding to the first usage pattern to summarize the game played (Step S6). By showing the summary section of slide 10a to each player while summarizing, the instructor can easily encourage each player to reflect on the results of the game. Once this summary is complete, the use of the teaching material set TS according to the first usage pattern is finished.

[0057] Through the game in the first usage pattern described above, each player can realize that the SDGs are deeply relevant to their own lives, and furthermore, they can learn that everything is interconnected and included within the supply chain.

[0058] Next, we will explain the second usage pattern, referring to the flowchart in Figure 18.

[0059] To prepare for using the teaching material set TS, place each set of cards to be used and the game board 6 on the table TB. In the second usage pattern, the following card sets will be used: additional position card set 1bW, idea card set 2W, request card set 3W, and MeToo card set 5W. Also, each player will be positioned around the table TB, and the slide materials 10a displayed on the screen will be visible to each player. Each player will also have five coins 9 in their possession beforehand.

[0060] The instructor uses the introduction section of slide 10a, corresponding to the second usage pattern, to explain the purpose and objectives of the game to be played (Step S1). This allows each player to understand the purpose and objectives in advance, enabling them to play the game more effectively. Furthermore, during the execution of Steps S2 to S5, the instructor can use the development section, corresponding to the second usage pattern, to provide explanations regarding the progress of the game as needed.

[0061] Next, each player takes one additional position card 1b from the additional position card group 1bW and assumes the position indicated by the card they took (Step S2). In principle, in the second usage pattern, each player assumes a position that is an extension of the position they assumed in the first usage pattern, such as "self-employed" in the first usage pattern game, and then "social entrepreneur" in the second usage pattern game, which is a concept that adds predetermined conditions to "self-employed." However, if there is a change of players between the first and second usage pattern games, or depending on the circumstances at the time, players may assume a different position.

[0062] Alternatively, players may decide in advance, through discussion or other means, which roles they will take before drawing additional role cards 1b. Or, to assign roles randomly, each additional role card 1b may be placed face down so that its contents are unknown, and each player may draw one additional role card 1b. Each player places the additional role card 1b they have drawn in front of them on the table TB so that all players know which player is taking which role.

[0063] Thus, in this second usage pattern, the additional position card set 1bW is used instead of the position card set 1aW. This allows each player to consider and decide on an idea from a position that takes the SDGs into account in step S12, which will be described later, and to learn more about the SDGs.

[0064] Next, take one request card, request card 3, from the request card group 3W, and the request indicated by that card will be the request for this round (Step S3). The person who takes request card 3 can be either the leader or a player.

[0065] Next, each player executes their game plan for each phase: production, distribution, sales, consumption, and waste disposal (Step S4). Figure 19 is a flowchart of this game plan flow. The flow of this game plan is basically the same as in the first usage pattern (Steps S11-S15). However, in the second usage pattern, in Step S12, each player, given the current request (the request indicated by Request Card 3 taken in Step S3), chooses an Idea Card 2 from among the Idea Cards 2 placed on the game board 6 that describes an idea from the perspective of the player they are in charge of for the current phase (or an Idea Card 2 that describes an idea closest to that idea). At this time, each player puts themselves in the role of the person they are in charge of, and while considering how to satisfy the current request as much as possible, they look at each Idea Card 2, think about and decide on an idea from that perspective, and then choose the Idea Card 2 that describes that idea. In the second usage pattern, after step S15, each player chooses the idea from among those decided by the other players that they find most relatable from the perspective of the person they are in charge of, and gives that player 9 coins (step S16).

[0066] Once all phases of the game plan are complete, each player then counts the number of 9 coins they have collected (Step S5). The more 9 coins collected, the more support their idea has received from a wider range of perspectives, and the more they have been able to think about things from an SDG perspective. By making it a competition to collect the most 9 coins, the game becomes more engaging, allowing each player to learn in a more enjoyable way.

[0067] Next, the instructor uses the summary section of slide 10a for the second usage pattern to summarize the game played (Step S6). By showing the summary section of slide 10a to each player while summarizing, the instructor can easily encourage each player to reflect on the results of the game. Once this summary is complete, the use of the teaching material set TS for the second usage pattern is finished.

[0068] Through the game using the second usage pattern described above, each player can learn about new developments toward achieving the SDGs in various fields, such as ESG investment, CSV management, and work-life balance. Furthermore, while players generally play from a self-interested perspective in the first usage pattern, playing the game using the second usage pattern helps them broaden their perspective and develop the ability to choose altruistic actions that consider the concerns and impacts on others. In addition, each player develops the ability to think about achieving the SDGs from three perspectives: environmental, social, and economic.

[0069] Next, we will explain the third usage pattern, referring to the flowchart in Figure 20.

[0070] To prepare for using the teaching material set TS, place each set of cards and the game board 6 on the table TB. In the third usage pattern, use the additional position card set 1bW, the idea card set 2W, and the happening card set 4W. Also in the third usage pattern, distribute the problem-solving sheet 8 to each player in advance. Position each player around the table TB so that each player can see the slide materials 10a displayed on the screen. Each player also has 5 coins 9 in their possession beforehand.

[0071] The instructor uses the introduction section of slide 10a, corresponding to the third usage pattern, to explain the purpose and objectives of the game to be played (Step S1). This allows each player to understand the purpose and objectives in advance, enabling them to play the game more effectively. Furthermore, during the execution of Steps S2 to S5, the instructor can use the development section, corresponding to the third usage pattern, to provide explanations regarding the progress of the game as needed.

[0072] Next, each player takes one additional position card 1b from the additional position card group 1bW and assumes the position indicated by the card they took (Step S2). Step S2 is basically the same as Step S2 in the second usage pattern.

[0073] Next, one Happening Card 4 is taken from the Happening Card Group 4W, and the happening indicated by Happening Card 4 is designated as the happening for this round (Step S3). The person who takes Happening Card 4 can be either the instructor or a player.

[0074] Next, each player executes their game plan for each phase: production, distribution, sales, consumption, and waste disposal (Step S4). This game plan flow will be explained with reference to the flowchart shown in Figure 21.

[0075] First, place all the Idea Cards 2 to be used in this phase on the game board 6 (card placement space 61) (step S20). For example, if the current phase is "Production," place all 12 Idea Cards 2 from the "Production" Idea Card group 2Wa on the card placement space 61 of the game board 6 so that all players can see what is written on them.

[0076] Next, each player considers and decides on an idea for the current phase from their assigned perspective, given the circumstances of the recent incident (the incident indicated by Incident Card 4 taken in Step S3) (Step S21). At this time, each player should fully immerse themselves in the role of the person they are assigned to, considering how to respond to the recent incident, and then decide on an idea from that perspective. Players may also refer to the contents of the Idea Cards 2 placed on the game board 6 when considering and deciding on their ideas.

[0077] Next, each player writes down the idea they decided on in step S21 on the problem-solving sheet 8 (step S22). At this time, the idea is written in the entry field 83-87 that corresponds to the current phase. In addition, each player writes down their position in the position entry field 81 of the problem-solving sheet 8, and writes down the type of happening in the happening entry field 82.

[0078] Furthermore, each player shares with others the reason why they wrote down that idea on problem-solving sheet 8 (Step S23). Specific methods for this sharing include, for example, a discussion among the players, or each player taking turns presenting their reasons.

[0079] Next, each player chooses the idea from among those decided by the other players that they find most relatable from the perspective of the person they are in charge of, and gives that player 9 coins (Step S24). Also, the 2 idea cards for the current phase that remain on the game board 6 are collected before moving on to the game plan for the next phase.

[0080] Once the game plan described above for the "production" phase (steps S21-S24) is completed, the same game plan for the "delivery" phase, the "sales" phase, the "consumption" phase, and the "waste disposal" phase are executed sequentially.

[0081] Returning to Figure 20, once all phases of the game plan are complete, each player then counts the number of 9 coins they have collected (Step S5). The more 9 coins collected, the more support their idea has received from a wider range of perspectives, and this serves as an indicator of how well they have considered things from an SDG perspective. By making it a competition to collect the most 9 coins, the game becomes more engaging, allowing each player to learn in a more enjoyable way.

[0082] Next, the instructor uses the summary section of slide 10a, which corresponds to the third usage pattern, to summarize the game played (Step S6). By showing the summary section of slide 10a to each player while summarizing, the instructor can easily encourage each player to reflect on the results of the game. Once this summary is complete, the use of the teaching material set TS according to the third usage pattern is finished.

[0083] Through the third usage pattern described above, each player develops the ability to overcome unexpected events with their own ideas to achieve the SDGs. Furthermore, each player develops the ability to take an interest in and a desire for improvement regarding events happening around the world, and to acknowledge and act upon them. In addition, it brings about behavioral changes in each player's daily decision-making and choices.

[0084] Through the games played using the first to third usage patterns described above, it is expected that each player will be able to empathize with the ideals that the SDGs aim to achieve and develop an interest in supply chain management. Furthermore, it is expected that they will be able to empathize with the current situations and needs of people from different backgrounds, develop an awareness of improvement, and continue to think about problems with no clear answer while cooperating with their peers. However, the usage of the TS training material set is not limited to those described above and can be customized as needed.

[0085] 3. Others As explained above, the TS educational material set is used in educational games played by multiple players together. It has a set of cards (such as the position card set 1aW) that players can select during gameplay, and each card in this set represents something different from the others. By using such a set of cards, the TS educational material set makes it possible to incorporate a relatively large amount of information into the game content, such as ideas from the perspective of those involved in the supply chain, thereby creating an effective educational game.

[0086] Furthermore, in this embodiment, the game is executed in sequence: an assignment step (step S2) in which each player takes on one of the roles in the supply chain, and a decision step (steps S12-S14, S21-S22) in which each player considers and decides on an idea from the position they are in charge of regarding one of the phases of the supply chain. The teaching material set TS has a group of position cards 1aW as the card group, which includes multiple position cards 1a that each player takes in the assignment step, and each position card 1a represents one of the various positions.

[0087] Therefore, using Position Card 1a, it is possible to clearly define the position each player is responsible for. Furthermore, by including an explanation of that position on Position Card 1a, players can deepen their understanding of their role by reviewing it.

[0088] Furthermore, the teaching material set TS also includes an additional group of position cards 1bW that replaces the position card group 1aW. The additional position card group 1bW consists of various additional position cards 1b representing different types of positions, and the content of the position represented by each additional position card 1b is the position represented by each position card 1a with a predetermined condition added. In particular, in this embodiment, this predetermined condition is that the position is one that takes the SDGs into consideration.

[0089] Therefore, for example, after playing the game using position card set 1aW, it is possible to play the game again using additional position card set 1bW. This allows each player to learn more about the SDGs. For example, when playing the game using position card set 1aW, each player may deliberately focus only on their own selfish actions, but when playing the subsequent game using additional position card set 1bW, they will broaden their perspective by developing their position cards to be more SDG-conscious, and this will result in a change in the idea cards 2 they choose. Through such changes, it is expected that players will learn more about the SDGs.

[0090] Furthermore, the teaching material set TS includes an idea card group 2W containing multiple idea cards 2 for each player to select in the decision step, with each idea card 2 representing a different type of idea. Therefore, it is possible to clarify the idea that each player has decided on by using the idea cards 2. In addition, players can refer to the content shown on each idea card 2 when considering and deciding on an idea. The content of each idea card 2 in this embodiment is designed to serve as an indicator when considering specific actions that take the SDGs into consideration.

[0091] Furthermore, in this embodiment, the game pattern, including the decision step, is executed for each of the multiple phases of the supply chain (production, distribution, sales, consumption, and waste disposal), and the Idea Cards 2W are provided separately for each phase. Therefore, it is possible to execute the game pattern for each of the multiple phases of the supply chain and learn more deeply about the SDGs.

[0092] Furthermore, the decision-making step is carried out in situations where there are requests from outside the supply chain that may influence the aforementioned ideas. The teaching material set TS has a set of request cards 3W, each consisting of request cards 3 that represent various types of requests. This allows each player to consider and decide on the aforementioned ideas in situations where requests have been made, enabling them to learn more deeply about the SDGs.

[0093] Each request card 3 in this embodiment is designed to encourage the selection of an idea card 2 that takes into account the perspectives of third parties in education, medicine, administration, and media. Therefore, it is possible to create an opportunity to consider which idea card 2 to choose, using imagination and empathy, in order to fulfill the requests of these perspectives in addition to one's own.

[0094] Furthermore, the decision-making step is performed under circumstances where an incident that influences the idea occurs, and the teaching material set TS has a group of 4W of incident cards, each consisting of 4 incident cards representing different types of incidents. This allows each player to consider and decide on the idea under circumstances where an incident occurs, enabling them to learn more deeply about the SDGs.

[0095] The TS teaching material set also includes a problem-solving sheet 8 for each player to fill in the required information. The problem-solving sheet 8 has a position entry section 81 for filling in one's own position, a happening entry section 82 for filling in the type of happening, and idea entry sections 83-87 for filling in the aforementioned ideas decided upon for each phase. Therefore, each player can fill in the required information by filling in each section of the problem-solving sheet 8, and the problem-solving sheet 8 can also be used for review and learning.

[0096] Furthermore, the decision step in the first usage pattern (steps S12-S14) is a step in which each player selects an idea card 2 corresponding to the idea they have decided on and takes the selected idea card 2. The teaching material set TS has a group of MeToo cards 5W that includes multiple MeToo cards 5 for players other than the one who takes the idea card 2 if multiple players select the same idea card 2. Each MeToo card 5 has various positions described. Therefore, if there is duplication of selected idea cards 2, the missing cards can be substituted with MeToo cards 5. Moreover, by adopting MeToo cards 5, it is possible to more easily distinguish between players who have selected the same idea card 2.

[0097] The TS teaching material set also includes a game board 6 with a card placement space 61 for arranging all of the Idea Cards 2W used in the same phase, and a phase display section 62 that shows multiple types of phases (production, delivery, sales, consumption, and waste disposal). This allows each player to easily and completely arrange the Idea Cards 2 for the same phase and to recognize each phase more accurately.

[0098] The teaching material set TS also has a slide material recording medium 10 that records slide materials 10a to be displayed on a screen and shown to each player. These slide materials 10a include an introductory section to be shown to each player before the game is played, a development section to be shown to each player during the game, and a summary section to be shown to each player after the game is played.

[0099] Furthermore, the educational material set according to the present invention can be configured to run various forms of educational games. For example, an educational material set having a game board with many squares that allow for a board game, dice, pieces representing each player, and a set of cards would allow for the running of an educational game that utilizes the gameplay of board games (moving the piece the number of spaces indicated by the dice roll). In this case, the set of cards could be used such that, for example, a player who lands on a specific square draws a card, and if that card has some kind of instruction written on it, that player follows that instruction.

[0100] Furthermore, the educational content provided using the teaching materials set according to the present invention is not limited to the educational content of this embodiment (education aimed at deepening understanding of supply chains, thinking about SDGs from a broader perspective, and encouraging related actions), but can be varied.

[0101] Although embodiments of the present invention have been described above, the configuration of the present invention is not limited to the above embodiments, and various modifications can be made without departing from the spirit of the invention. In other words, the above embodiments should be considered to be illustrative in all respects and not restrictive. The technical scope of the present invention is indicated not by the above description of embodiments, but by the claims, and should be understood to include all modifications that fall within the meaning and scope equivalent to the claims. [Industrial applicability]

[0102] This invention can be used in educational game sets. [Explanation of Symbols]

[0103] 1a Position Card 1aW Position Card Group 1b Additional Position Card 1bW Additional Position Card Set 2 Idea Cards 2W Idea Cards 3. Request Card 3W Request Cards 4 Happening Cards 4W Happening Cards 5 MeToo Cards 5W MeToo Card Group 6 Game Boards 61 card placement spaces 62 Phase display section 7. Idea Selection Sheet 71 card placement spaces 71a Number entry field 71b Reason entry field 8. Problem-Solving Sheet 81 Position entry column 82. Section for recording incidents 83-87 Idea entry section 9 coins 10. Slide presentation recording media 10a Slide materials TS Textbook Set

Claims

1. A set of teaching materials used in an educational game played by multiple players together, The game has a set of cards from which the player can select one of the cards during gameplay. The aforementioned set of teaching materials is characterized in that each card in the group of cards displays different content from one another.

2. The aforementioned game is Each player is assigned a step in which they take on one of the roles involved in the supply chain, Each player takes turns making decisions, each considering and deciding on ideas from their own perspective regarding one of the phases of the supply chain, and so on. The aforementioned card group includes a group of position cards, each containing multiple position cards that each player takes during the aforementioned assigned step. The teaching material set according to claim 1, characterized in that each position card represents one of the various positions.

3. The system further includes an additional set of position cards that serve as substitutes for the aforementioned set of position cards, The additional position cards consist of various additional position cards representing different types of the aforementioned positions. The teaching material set according to claim 2, characterized in that the content of the position indicated by each additional position card is content in which predetermined conditions are added to the position indicated by each position card.

4. The educational material set according to claim 3, characterized in that the aforementioned predetermined condition is a condition that takes into consideration the SDGs.

5. The aforementioned decision step includes a set of idea cards containing multiple idea cards for each player to choose from, The teaching material set according to claim 2, characterized in that each idea card represents one of the aforementioned ideas.

6. The game is such that a game pattern including the decision step is executed for each of the multiple types of the phases, The teaching material set according to claim 5, characterized in that the group of idea cards is provided separately for each phase.

7. The aforementioned decision step is carried out in the event that there is a request from an external party within the supply chain that influences the idea, The teaching material set according to claim 5 or 6, characterized by having a group of request cards, each consisting of a request card indicating a different type of request.

8. The aforementioned decision step is performed under circumstances in which an event that affects the idea occurs, The teaching material set according to any one of claims 2 to 4, characterized in that it has a group of happening cards consisting of various happening cards representing different types of the aforementioned happenings.

9. The game is such that a game pattern including the decision step is executed for each of the multiple types of the phases, Each of the aforementioned players has a problem-solving sheet for filling in predetermined information, The aforementioned problem-solving sheet is, The teaching material set according to claim 8, characterized in that it has a position entry field for writing down one's own position, a happening entry field for writing down the type of happening, and an idea entry field for writing down the idea decided upon by oneself for each of the phases.

10. The aforementioned decision step is a step in which each player selects an idea card corresponding to the idea they have decided on and takes the selected idea card, When the same idea card is selected by multiple players, the game has a group of MeToo cards that include multiple MeToo cards for players other than the one who takes the idea card to take. The educational material set according to claim 5 or 6, characterized in that each MeToo card has various positions described.

11. The teaching material set according to claim 6, characterized in that it has a game board provided with a card placement space for arranging all of the idea cards used in the same phase, and a phase display section for displaying the multiple types of phases.

12. It has a recording medium that contains materials to be displayed on a screen and shown to each player, The teaching material set according to any one of claims 2 to 6, characterized in that the material includes a portion to be shown to each player before the game is played, a portion to be shown to each player during the game, and a portion to be shown to each player after the game is played.

13. A method for using the teaching material set according to claim 5 or claim 6, The first step is for each player to take one of the aforementioned position cards and assume the position indicated by that card, The second step involves each player considering and deciding on ideas from their own perspective regarding one of the phases of the aforementioned supply chain, The third step involves each player taking an idea card corresponding to the idea they decided on in the second step, The fourth step involves each player choosing the idea card they find most relatable from among the idea cards taken by the other players. A method for using a set of teaching materials characterized by including the following.

Images