Reference Data:
Maclauchlan, K. (2016). Embracing failure: The missteps to success. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT.
Often teachers attempt to motivate students by creating simple and attainable goals. By doing so, teachers hope to remove fear of failure, a negative motivator that impedes student participation and active learning in the classroom environment. By viewing fear of failure as separate fear and failure components, it becomes clear that it is the fear of the repercussions of failure, not the act of failure itself, that acts as the demotivator. It then becomes conceivable that fear can be addressed by actually increasing failure opportunities. The games described in this paper seek to achieve exactly this. This article provides explanations of the games as well as a rationale for their effectiveness. The games discussed include Reverse Self-Introduction—a standard self-introduction turned into a game, Undoodles—a guessing game incorporating partial images, and Hexagon—a game show-type game that keeps students guessing.
時に教師は、生徒のモティベーションを高めるために生徒が無理なく達成し得るような目標を設定し、『失敗することへの恐怖感』という生徒がやる気を失うような否定的要因を取り除こうとする。この要因を『失敗』と『恐怖感』という二点に分けて考えると、失敗そのものよりも失敗による影響の方が生徒のやる気をなくす否定的動機になっているというのは明らかだ。そう考えると、生徒にもっと失敗を経験させることでその恐怖感が取り除かれると考えられる。ここでゲームのやり方、そして『失敗することへの恐怖感』を克服す効果の理論的解釈が説明される。そのゲームは以下の通り。『逆自己紹介』『アンドゥードル』『ヘキサゴン』など。
