[Research Results] The Optimal Learning Sequence to Maximize the Effectiveness of "Inquiry-Based Learning" Has Been Discovered!

The National Institution for Youth Education, Yamanashi Nichinichi Shimbun Co., Ltd., and Project Design Co., Ltd. have jointly conducted a research study on the learning effectiveness of a program combining the SDGs card game "moritomirai" with hands-on forest activities, targeting students from upper elementary school to junior high school.

The results of the study revealed that in inquiry-based learning, the process of prioritizing conceptual understanding of the learning content, followed by hands-on experience, and concluding with reflection and verbalization, most effectively enhances children's learning outcomes. In particular, the learning process that involved "pre-learning via card game" followed by "hands-on forest experience" led to significant comprehensive growth, not only in knowledge and thinking skills but also in ESD-related attitudes, goals, and motivation for action. Conversely, learning through hands-on experience alone showed certain effects on the affective domain, but had limitations in deepening conceptual understanding and attitudes. These findings suggest that in designing inquiry-based learning, intentionally structuring the sequence of activities according to 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"

Based on these analysis results, Project Design Co., Ltd. has redefined and examined what processes best elicit children's qualities and abilities in "inquiry-based learning," which is currently emphasized in educational settings. The results clarified that performing "hands-on forest experience" after "pre-learning via card game" leads to the greatest improvement in the "three pillars of qualities and abilities" defined by the Course of Study.

Research Overview Study Name: Research on the Combined Effects of Card Games and Forest-Related Activities (2026) Target: 741 students from 5th grade elementary to 1st grade junior high Period: Late September to mid-December, 2025 Research Method: Subjects were divided into the following four groups to compare and analyze changes in learning effectiveness (changes in scores before and after the program). Group A: Card game experience only Group B: Card game → Forest activity sequence Group C: Forest activity → Card game sequence Group D: Forest activity experience only

Key Research Findings: High effectiveness with "card game alone." Further leaps when integrated with experience Based on an analysis using the "three pillars of qualities and abilities" in the Course of Study (1. Knowledge and skills, 2. Thinking, judgment, and expression, 3. Motivation to learn and humanity), the results showed that the score improvement for the card game alone (Group A) was significantly higher compared to before the learning took place.

Average score growth [Calculation: (Post-intervention - Pre-intervention) / Pre-intervention]

The three pillars of qualities and abilities are: 1. Knowledge and skills (Living knowledge and skills that can be used in the field, not just memorization) 2. Thinking, judgment, and expression (Sustainable thinking skills to face unknown challenges / ESD-style thinking and attitudes) 3. Motivation to learn and humanity (Desire to love nature and contribute to society / Action and goal intention)

It was proven that there was a learning improvement of over 9% in each of the three items compared to before the learning. Furthermore, it was found that by combining "card game + forest experience activity," this "growth" was up to 1.7 times greater than that of the card game alone.

*Created by Project Design Co., Ltd. by citing and referencing the "Research Report on the Combined Effects of Card Games and Forest-Related Activities, 2026, National Institution for Youth Education"

Even with the same experience, the "order" changes the skills that are nurtured! Comparison of Group B and Group C The study further analyzed how the "order" of the card game and forest experience activity affects learning outcomes using qualitative data (information retention rate, descriptions in reflection essays, etc.). As a result, a mechanism was discovered where the optimal sequence differs depending on the objective.

[Group B] Card game → Forest experience (Maximization of action and goal intention) Feature: Deep learning is solidified by "testing acquired knowledge (ideas) through hands-on experience." Reason: Through the card game, students simulate and overview "abstract social systems that are difficult to see," such as the structure of the forest and the challenges of the people involved. By going to the actual forest with this "conceptual map" gained from the game, it becomes clear "what to pay attention to on-site." As a result, realizations in the forest are more easily connected to personal relevance (life connection), and "action intention" and "ESD-style thinking/attitudes" for social contribution improved the most among all groups. The information retention rate after learning was also very high at 95%, creating an ideal inquiry cycle with little loss of meaning.

[Group C] Forest experience → Card game (Maximization of attachment and institutional understanding) Feature: A sense of ownership is born by "feeling before thinking." Reason: By going to the forest first, "emotional movements" such as inconvenience, danger, and reality in nature become the starting point. By playing the card game afterward, the challenges felt in the forest are rapidly linked to an understanding of the social system (institutions and roles) of "who manages what and how." Although the growth in action intention did not reach that of Group B, it was found that this sequence increases "attachment" to nature the most among all groups.

These results clarify that experience programs can control children's behavioral changes not just by the combination of content, but by the "design of the order."

If you want to maximize action intention/goal intention (promoting autonomous action): Group B is optimal. If you want to improve awareness of natural environmental dangers and management perspectives: Group C is effective.

*Cited from "Research Report on the Combined Effects of Card Games and Forest-Related Activities, 2026, National Institution for Youth Education"

Challenges in modern education and the solutions presented by this research In recent years, the introduction of "inquiry-based learning" has been actively promoted in school education. However, voices from the field often mention that "setting themes for inquiry is difficult" and "it is hard to encourage children's spontaneous learning (motivation)." Also, in "environmental learning" involving nature experiences, physical and environmental hurdles have been increasing year by year: - Heatstroke alerts due to extreme heat in midsummer (restrictions on outings/outdoor activities) - Difficulty in ensuring safety due to the expansion of areas where wild animals like bears appear - Difficulty in securing time, budget, and accompanying personnel for outdoor activities in distant locations

A powerful solution to these numerous challenges is the introduction of the card game "moritomirai" and the design of activity sequences.

1. Safe and high-quality inquiry-based learning that is completed indoors/in the classroom (Card game alone) Even when it is impossible to go outdoors due to extreme heat, bad weather, or budget constraints, introducing "moritomirai" allows students to learn about forests and social systems from multiple perspectives while staying in the classroom. As this study shows, even the card game alone provides high learning effects that foster "thinking skills to face unknown challenges" and "motivation to contribute to society." Also, the entertainment aspect of the game serves as a powerful "motivation" for children's autonomous learning.

2. Reliable consolidation of learning effects through a "game + forest activity" set (Group B sequence) When outdoor activities are possible, positioning the card game as "pre-learning (introduction)" and then conducting forest activities as a set can dramatically boost learning effects. Because students grasp the overall picture (theme) of social issues through the game before heading to the site, the hands-on experience in the forest becomes one accompanied by a "deep sense of conviction," proving that living knowledge and action intentions are firmly established in children. "moritomirai" is a next-generation educational tool that stimulates children's motivation as an entrance to inquiry-based learning, overcomes the limitations of environmental learning, and maximizes the value of hands-on experience.

*Created by Project Design Co., Ltd. by citing and referencing the "Research Report on the Combined Effects of Card Games and Forest-Related Activities, 2026, National Institution for Youth Education"

What is the card game "moritomirai"? "moritomirai" is a simulation game where players take on 10 different roles with various jobs and goals, such as forest owners, forestry cooperatives, hunters, government officials, and housing manufacturers, to think about the future of forests and ourselves. Since its release in March 2023, the number of participants has exceeded 10,500 (as of March 2026). It is used in a wide variety of settings, including over 130 elementary and junior high schools nationwide, as well as corporate training, government, and team building for sports teams, and has received awards such as the "Wood Design Award 2023 Excellence Award (Forestry Agency Commissioner's Award)."

[Web Page] https://www.projectdesign.co.jp/moritomirai/

Contact Information [Regarding Press Releases and Card Games] Project Design Co., Ltd. TEL: 076-482-4130 / Mail: support-team@projectdesign.co.jp

Yamanashi Nichinichi Shimbun Co., Ltd. Media Planning Bureau, Media Business Department, Akiyama TEL: 055-231-3131 / Mail: t-akiyama@sannichi-ybs.co.jp

[Regarding the Research Report] National Institution for Youth Education, Youth Education Research Center, Planning Office, General Affairs Section TEL: 03-6407-7747 / Mail: kenkyu-soumu@niye.go.jp The research report can be viewed here. URL: https://yoyogi-steam-lab.niye.go.jp/download/report/