Abstract
Even in recent times, students in Japanese universities have few opportunities to work in groups and interact with their peers. The purpose of this study was to examine interpersonal games and to investigate the significance of introducing a participatory style of teaching in the context of higher education in Japan. In particular, the study aimed to investigate the significance of students' experiences with regard to this style of teaching. The Trading Game was played by students of undergraduate courses in Daito Bunka University in Japan over a period of three years. The results revealed the following: (1) students showed an increased understanding of the realities of the global economy; (2) greater interactions were observed in the participatory style of teaching, as compared with conventional teaching; and (3) the students realised the importance of developing a broader outlook.
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