@article{oai:meilib.repo.nii.ac.jp:00000815,
 author = {Adachi, Jason},
 journal = {比較文化, Comparative culture, the journal of Miyazaki International College},
 month = {Feb},
 note = {This paper describes a long-term CLIL class project that reinforces awareness of study behaviors that may influence the understanding and retention of course concepts and vocabulary. The project turns the learning process into a game in which student teams curate the knowledge accumulated by their team’s avatar, an imaginary student that is participating in the class alongside them.
Using a simplified version of cognitive psychology’s model of short and longterm memory, the teams shuffle bits of information into different categories of their avatar’s body of acquired knowledge. Some of this information is transient and subject to removal. More firmly internalized material is shifted to long-term memory and becomes safe from mishap. Over the course of gameplay, specific actions, events, and random occurrences help or hinder the learning process and serve as tangible examples of how various factors affect retention.
In the gamification of the learning process, the project seeks to take advantage of the human impulse to be a “backseat driver.” By “teaching” the avatar and making critical judgments about what must be done to help the avatar to succeed, students gain insight into their own learning processes.},
 pages = {70--78},
 title = {Avatars in the Classroom: Promoting Understanding of the Active Learning Process Through Gamification},
 volume = {25},
 year = {2021}
}