[Survey Results] The Learning Sequence that Maximizes the Effects of 'Inquiry-Based Learning' Revealed!
A joint study by the National Institution For Youth Education and others revealed that in inquiry-based learning, learning concepts first through a card game, followed by real experience, maximizes educational effectiveness.
📋 Article Processing Timeline
- 📰 Published: March 30, 2026 at 23:01
- 🔍 Collected: March 30, 2026 at 22:56
- 🤖 AI Analyzed: April 24, 2026 at 08:57 (586h 1m after Collected)
The National Institution For Youth Education, Yamanashi Nichinichi Shimbun Co., Ltd., and Project Design Co., Ltd. conducted a joint research study on the learning effects of a program that combines the SDGs card game 'moritomirai' with experiential activities in the forest, targeting upper elementary to junior high school students.
As a result of the research, it became clear that in inquiry-based learning, the process of prioritizing the conceptual understanding of the learning content, followed by accumulating real experiences, and further reflecting and verbalizing, maximizes the learning effect on children. In particular, in the learning process where 'real experience regarding forests' was conducted after 'prior learning through the card game', children comprehensively grew significantly, not only in knowledge and thinking skills but also in ESD-like (Education for Sustainable Development) attitudes and motivation towards goals and actions. On the other hand, while learning based solely on real experience showed a certain effect on the affective domain, there were limits to conceptual understanding and deepening of attitudes. From these findings, it was suggested that in designing inquiry-based learning, intentionally structuring the sequence of activities according to the learning objectives is the key to maximizing children's qualities and abilities.
* 'Research Report on the Combined Effects of Card Games and Forest-Related Activities, 2026, National Institution For Youth Education'
Therefore, referring to the results of this analysis, Project Design Co., Ltd. redefined and examined what kind of process best draws out children's qualities and abilities in the 'inquiry-based learning' emphasized in current educational settings. As a result, it was clarified that conducting 'real experience in the forest' after 'prior learning via a card game' maximizes the improvement of the 'Three Pillars of Qualities and Abilities' defined by the National Curriculum Standards.
◼️ Outline of the Research
Survey Name: Research Study on the Combined Effects of Card Games and Forest-Related Activities (2026)
Subjects: 5th grade elementary to 1st year junior high school students, total 741 participants
Period: Late September to Mid-December, 2025 (Reiwa 7)
Survey Method: Subjects were divided into the following 4 groups to compare and analyze the transformation of learning effects (changes in scores before and after the program implementation).
- Group A: Experienced card game only
- Group B: Experienced card game -> then forest activity
- Group C: Experienced forest activity -> then card game
- Group D: Experienced forest activity only
◼️ Key Point of the Research Results: High Effect from 'Card Game Alone'. Further Leap when Integrated with Experience
Based on the analysis aligned with the 'Three Pillars of Qualities and Abilities' in the National Curriculum Standards (1. Knowledge and Skills, 2. Ability to Think, Judge, and Express, 3. Power to Learn and Humanity), the results showed that the score growth of the card game alone (Group A) increased significantly compared to before the learning was conducted.
Growth in Average Score [Calculation formula: (Post-intervention - Pre-intervention) / Pre-intervention]
As a result of the research, it became clear that in inquiry-based learning, the process of prioritizing the conceptual understanding of the learning content, followed by accumulating real experiences, and further reflecting and verbalizing, maximizes the learning effect on children. In particular, in the learning process where 'real experience regarding forests' was conducted after 'prior learning through the card game', children comprehensively grew significantly, not only in knowledge and thinking skills but also in ESD-like (Education for Sustainable Development) attitudes and motivation towards goals and actions. On the other hand, while learning based solely on real experience showed a certain effect on the affective domain, there were limits to conceptual understanding and deepening of attitudes. From these findings, it was suggested that in designing inquiry-based learning, intentionally structuring the sequence of activities according to the learning objectives is the key to maximizing children's qualities and abilities.
* 'Research Report on the Combined Effects of Card Games and Forest-Related Activities, 2026, National Institution For Youth Education'
Therefore, referring to the results of this analysis, Project Design Co., Ltd. redefined and examined what kind of process best draws out children's qualities and abilities in the 'inquiry-based learning' emphasized in current educational settings. As a result, it was clarified that conducting 'real experience in the forest' after 'prior learning via a card game' maximizes the improvement of the 'Three Pillars of Qualities and Abilities' defined by the National Curriculum Standards.
◼️ Outline of the Research
Survey Name: Research Study on the Combined Effects of Card Games and Forest-Related Activities (2026)
Subjects: 5th grade elementary to 1st year junior high school students, total 741 participants
Period: Late September to Mid-December, 2025 (Reiwa 7)
Survey Method: Subjects were divided into the following 4 groups to compare and analyze the transformation of learning effects (changes in scores before and after the program implementation).
- Group A: Experienced card game only
- Group B: Experienced card game -> then forest activity
- Group C: Experienced forest activity -> then card game
- Group D: Experienced forest activity only
◼️ Key Point of the Research Results: High Effect from 'Card Game Alone'. Further Leap when Integrated with Experience
Based on the analysis aligned with the 'Three Pillars of Qualities and Abilities' in the National Curriculum Standards (1. Knowledge and Skills, 2. Ability to Think, Judge, and Express, 3. Power to Learn and Humanity), the results showed that the score growth of the card game alone (Group A) increased significantly compared to before the learning was conducted.
Growth in Average Score [Calculation formula: (Post-intervention - Pre-intervention) / Pre-intervention]