But why aren't games widely used as classroom activities? The reason is that while games can be fun, few accurately address the intended learning and topic, or align perfectly with the learning topic.
It was precisely because of this problem that the authors decided to create a game.
We believed that if we could create games that were fun and appropriate for learning the subject matter, it would be of great benefit to both teachers and students.

---"prolog.
From “I hope it will be used as a teaching tool beyond simple pursuit of interest”

Board games are only available offline?
Let's break the prejudice.
It can also be used in various ways in online classes.

1.
Let's show various climate world cards in an online class and play a climate guessing game.

If you get it right, try increasing the difficulty and playing with undifferentiated climate pizza cards.

2.
Let's show a few sample Climate World cards and have students research the characteristics of climate and create their own cards.

3.
Showing students 4-5 climate pizza cards and having them discover commonalities or find cards that correspond to different climates based on differences can also develop students' thinking skills.

4.
After selecting a world problem card online, you can discuss and present international efforts to solve it.
You can also predict and discuss the stance that the country selected with the country card will take on the relevant world issue.

---From “The Structure and Use of This Book”

The author uses games as part of a student-centered class to break the stereotype that "studying is not fun" and to inspire "the will to stay awake and participate in class."
The nature of the games the authors play is not simply for fun, but as part of a class activity.
To achieve this, the curriculum is structured to improve the quality of learning by structuring learning content around the core concepts of the subject and appropriately adjusting the amount of learning.
In addition, we are activating various student-participatory classes that are suitable for the characteristics of the subject, so that students can develop self-directed learning skills and experience the joy of learning.

---From "Chapter 1: Adding Games to Education"

This happened when I was teaching a class about tundra climate.
When I told the students about the local people's reproduction and mosquito swarms, they showed great interest.
But when I showed the students a picture of a mosquito a few days later, they just thought it was a mosquito and didn't connect it to the tundra climate.
So, I started thinking about a fun way to learn that would help me remember things for a long time, rather than just learning by memorizing.
As a result, the class was designed to enable students to remember the characteristics of the climate as images and explore the characteristics in detail.
In particular, we created cards using images that students were interested in and organized the class into a game, which had a noticeable effect.

---From "Chapter 2: Climate Game"

The term "global village" is no longer a new concept, and problems occurring anywhere on Earth become my problems as a global citizen.
Globalization has become so widespread that it is difficult to separate local, national, and global issues, and your problems are organically linked to my problems and our problems.
But it still seems like a long way off before we can expect students to have the attitude of global citizens.
So, let's learn about the world's problems through games, participate as a member of the effort to solve them, and experience the attitude that is required of a global citizen.
Of course, it would be better if you could directly participate in the decision-making of international organizations, but considering practical constraints, these simulation games provide a good opportunity.
---From "Chapter 3: The International Coexistence Game"

Example of writing a life record book
· In the 'International Community Coexistence Game' activity, we identified the characteristics of the international community that prioritize their own interests and presented a logical basis for the attitude necessary to overcome this.

· In the 'International Community Coexistence Game' activity, we worked to accurately understand the problem to be solved and to lead the way toward solving the problem by demonstrating communication and collaboration skills.

· Through the 'International Community Coexistence Game' activity, I became interested in various problems facing humanity and had the opportunity to think about political and economic factors to solve them.

---From "Chapter 3: The International Coexistence Game"