[Research Findings] Learning Sequence to Maximize Inquiry-Based Learning Effects Revealed!

The National Institute of Youth Education and Research, Yamanashi Nichinichi Shimbun Co., Ltd., and Project Design Inc. collaborated on a research study regarding the learning effects of a program combining the SDGs card game "moritomirai" and hands-on forest activities, targeting upper elementary school students to junior high school students.

The research revealed that in inquiry-based learning, the process of first conceptually grasping the learning content, followed by hands-on experience, and then reflection and verbalization, most effectively enhances children's learning outcomes. In particular, the learning process that involved "pre-learning through a card game" followed by "hands-on experience in a forest" led to significant overall growth, not only in knowledge and thinking skills but also in ESD-related attitudes and motivation towards goals and actions. On the other hand, learning through hands-on experience alone showed some effects on the affective domain but had limitations in deepening conceptual understanding and attitudes. These findings suggest that intentionally structuring the sequence of activities according to learning objectives is key to maximizing children's competencies and abilities in designing inquiry-based learning. ※ "Research Report on the Combined Effects of Card Games and Forest Activities, 2026, National Institute of Youth Education and Research"

Based on the analysis results, Project Design Inc. has redefined and examined the processes that best draw out children's competencies and abilities in "inquiry-based learning," which is currently emphasized in educational settings. As a result, it was clarified that the improvement in the "three pillars of competencies and abilities" stipulated by the Course of Study is greatest when "pre-learning through a card game" is followed by "hands-on experience in a forest."

Research Overview Research Name: Research Study on the Combined Effects of Card Games and Forest Activities (2026) Target: 5th Grade Elementary School to 1st Grade Junior High School Students, Total 741 participants Period: Late September to Mid-December, Reiwa 7 (2025) Research Method: Participants were divided into the following four groups, and changes in learning effects (changes in scores before and after program implementation) were compared and analyzed. Group A: Card game experience only Group B: Experience in the order of Card Game → Forest Activity Group C: Experience in the order of Forest Activity → Card Game Group D: Forest Activity only

Key Research Findings: "Card Game Alone" Shows High Effectiveness. Further Leap with Integration with Experience Analysis based on the "three pillars of competencies and abilities" (① Knowledge and Skills, ② Thinking, Judgment, and Expression Skills, ③ Motivation to Learn and Humanity) stipulated by the Course of Study revealed that the score increase for the card game alone (Group A) was significantly higher compared to before the learning intervention.

Average Score Increase [Calculation Formula: (After Intervention - Before Intervention) / Before Intervention] <figcaption class="pr-img