Differences Between Facilitator-Guided and Self-guided Debriefing on the Attitudes of University Students
Differences Between Facilitator-Guided and Self-guided Debriefing on the Attitudes of University Students
复制标题
辅导员引导式和自我引导式大学生态度汇报的差异
DOI：
10.1007/978-3-030-72132-9_2
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Sugiura Junkichi
中科院分区：
文献类型：
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作者：
Kikkawa Toshiko;Kriz Willy Christian;Sugiura Junkichi
在这项研究中，我们调查了196名日本大学生作为奥地利和日本之间的国际合作的一部分，述职的效果。根据我们以前的研究结果[19-21]，我们表明，从态度变化和游戏表现的角度来看，任务报告可以促进学习。然而，以前的研究也有弱点，因为没有主持人进行汇报。在实验中，所有类型的报告都是由学生进行的，即自我引导。然而，汇报通常由主持人在小组中进行。为了解决这一弱点，我们引入了引导者引导的实验条件下的汇报。因此，有两个实验条件：辅导员引导的任务报告和自我引导的任务报告。汇报后，四人一组的参与者玩了公路规划游戏，该游戏涉及合作和冲突。结果表明，辅导员引导的任务陈述组的被试比自我引导的任务陈述组的被试表现出更多的合作态度，而自我引导的任务陈述组的被试表现出更多的竞争态度。
In this study, we investigated the effects of debriefing on 196 Japanese University students as part of an international collaboration between Austria and Japan. Based on the results of our previous studies [19–21], we showed that debriefing can bolster learning from the perspective of attitude changes and performance in games. However, there were weaknesses to previous studies in the sense that there were no facilitators to conduct the debriefings. In the experiments, all types of debriefing were carried out by students, i.e. self-guided. However, debriefing is usually conducted by a facilitator and carried out in a group. To address this weakness, we introduced facilitator-guided debriefing for the experimental conditions. Therefore, there were two experimental conditions: facilitator-guided debriefing and self-guided debriefing. After debriefing, groups of four participants played theHighway Planninggame, which deals with co-operation and conflict. According to the results, the participants under facilitator-guided debriefing conditions showed more cooperative attitudes than did those under self-guided debriefing conditions, while participants in the self-guided debriefing group showed more competitive attitudes.