Comprehensive Reflection Report: "Possible World" Session— Record and Impact Analysis of the Hybrid Session at Fu Jen Catholic University
1. Session Objective
This session was designed and implemented with the clear intention of instilling the following pivotal realisations and transformations in students who may not initially feel confident in English:
Awareness of English as a Tool: Realising that English is not merely an academic "subject" to be studied, but a powerful tool (medium) to discuss global issues and connect with others.
Realisation of Mindset and World Transformation: Gaining a visceral understanding through simulation that "one's own perspective and choices can dramatically alter one's engagement with the world and the impact delivered to society."
2. Session Overview
Date & Format: October 2026 / Hybrid format (connecting the on-campus classroom with online participants).
Scale: In addition to approximately 15 to 16 teams in the classroom, international online participants (facilitators and players) joined, resulting in a total of 19 to 20 avatars (teams) deployed on the game platform.
Co-creation & Operations Team: Course Instructor (Tina/ Shu-wen Lin), Hosting (Dr. Aya Matsuyama, Asuka Hayashi), On-site Support (Iris / Yikuyi Hsu), Player Support (Eve, Martin Semilla, Skip Swanson).
Connected Countries: Taiwan, Australia, Philippines, Japan.
3. Schedule and Time Management Verification
For a program structured with a total duration of 1 hour and 50 minutes (110 minutes), the planning and practical timeline were meticulously designed.
Introduction & Preparation: Introduction of co-creation partners and check-in via Mentimeter (sharing "current feelings"). Seamless transition to the game was achieved through prompt collaboration with on-site supporters.
Experience & Serious Play: Progressing step-by-step through preparation activities, chat tasks, and an exploration session into Serious Play (#1).
Reflection & Next Steps: Sharing world condition reports, verbalising emotions, mindsets, and micro-actions through Mentimeter, and guiding homework, successfully concluding right on schedule.
4. Session Impact and Data Analysis (Student Learning & Impact)
The provided data and Mentimeter aggregation results substantiate that the lecturer's intended goal—"awareness of English as a tool" and "realisation of impact through mindset transformation"—truly blossomed in the minds of the students.
Quantitative Improvement in "Perception of the World and Self"
In the Mentimeter aggregation results for the identical question administered before and after the session—"Where are we now? (View of the current world and personal impact)" (scored on a scale of 0 to 10)—significant positive gains were observed.
Evaluation Item (Scale: 0–10) | Before Session | After Session | Change / Growth |
Seeing many possibilities in the world (I see a lot of Possibilities...) | 6.6 pts
| 7.2 pts
| + 0.6 pts increase
|
Having a real impact on the world (I feel I have a real impact...) | 5.8 pts
| 8.4 pts
| + 2.6 pts increase (Significant mindset shift)
|
Analysis: Through the simulation, feelings of helplessness or closure regarding the world eased, and a sense of agency and efficacy blossomed—evidenced by the numerical leap in feeling that the world holds many possibilities and that one's own actions yield a tangible impact.
Transition Across Rounds
Dramatic improvements were observed in numerical goal achievement rates and the World Condition Meter as student collaboration and dialogue deepened.
Comparison Item | Round 1 | Round 2 | Transition / Achievement |
Teams achieving goals | 4 teams (approx. 21%) | 8 teams (approx. 42%) | Achievement rate doubled (Activation of peer support & collaboration) |
World Condition Meter (Economy / Environment / Society) | Economic boom only 18/7/0 | Holistic Optimisation Achieved 21/8/9 | Significant improvement in Society & Environment (Holistic optimisation materialised through collaboration) |
Emotional Transition (Emoji Data Showing Psychological Shifts)
A comparison of the two "My feelings with Emoji" polls conducted at different points during the session reveals a dramatic evolution in student emotions.
Emotional Trend | Round 1 | Round 2 | Operational Findings |
Happy! | 9 | 9
| Substantial increase in students experiencing satisfaction later in the session. Initial frustrations were largely resolved and sublimated into a sense of achievement. |
Satisfied | 5 | 10 | |
Frustrated | 3 | 0 | |
Disappointed | 7 | 1 |
From Mindset Awareness to Real-World Micro-Actions
During reflections, students recognized their own cognitive habits and framing, noting insights such as the need for "seeing the bigger picture", "society need better", "looking for right answers", and "cooperation with other".
In their final reflections, students independently put forward concrete micro-actions tied to improving the Social Progress Index (SPI) in the real world—such as "taking more time for communication", "interacting with people more", "asking others for their goals or asking for help", "exchanging cards and ideas", and "helping someone who needs it".
5. Feedback from the Course Instructor and Alignment with Student Self-Reflection
In the post-session report and analysis of students' individual reflection assignments provided by the instructor, Tina, it was confirmed that the reported data and the students' own words align remarkably in the following ways:
Realisation of Personal Impact and Worldview Shift: Mirroring the statistical score jump (from 5.8 to 8.4 points), students themselves wrote that they used to view global issues as distant or handled solely by governments, but realised that even small, daily choices add up to meaningful change.
Mastering "English as a Tool": The perspective of treating English as a practical tool rather than an intimidating academic subject appeared across nearly all student reflection papers. They realized that what truly matters is not grammatical perfection or native accents, but having the courage to speak up, listen actively, and convey core points effectively.
Connection to the Real World and Micro-Actions: As captured in the report, student submissions featured concrete micro-actions such as bringing reusable cups, reducing plastic, sharing unused items, and helping elderly family members learn to use smartphones and store apps to bridge the digital divide.
6. Post-Session Actions and Deepening of Learning (Ripple Effects)
Through the follow-up meeting with the lecturer (Tina), it was confirmed that this session extended far beyond a standalone event, generating meaningful ripple effects on subsequent classes and student awareness:
Connection to Everyday Life and Local Issues: In their reflections, students connected the simulation to their daily habits (e.g. reducing plastic, campus shared fridges, supporting seniors).
Recognition of Cross-Disciplinary Collaboration: Students from technical backgrounds (such as computer science) recognised the value of teaming up with management students, realising the necessity of cross-disciplinary collaboration akin to real-world projects.
Confidence in English Communication: Students developed a pragmatic view of communication—realising that grammatical perfection is unnecessary, and that conveying ideas effectively using key terms (such as "urgent" or specific amounts) is what truly matters.
Classroom Follow-up: The instructor proactively leveraged the session in subsequent classes, bridging individual student actions into design thinking and concrete solutions/tools.
7. Conclusion
For commerce students who may not initially possess high self-confidence in English, this session served as a vital arena to "move the world using English". Overcoming initial hurdles, the realisation that "one's perspective and choices directly shape the state of the world (economy, environment, society)" became a profound takeaway.
As evidenced by the quantitative score jumps (personal impact realisation leaping from 5.8 to 8.4 points), this was an exceptionally valuable session that successfully fostered a genuine sense of agency: "Depending on my choices, the world holds infinite possibilities, and I too can make a tangible impact."
