あなたは現在非常に眠いです。授業の内容をまともに聞いてられないほどです。このとき、塾の授業を休みますか。

Sonar Pro

Vote: No

I maintain my vote for **B (No)**. The other models' arguments for skipping (A) emphasize low learning efficiency and health risks, but they overstate the issue and underestimate cram school's value in Japan's exam culture. **Efficiency overstated:** Drowsiness doesn't mean zero retention—passive exposure (notes, discussions) provides partial gains, and sleepiness often improves mid-class. Missing entirely loses teacher insights and peer dynamics, harder to replicate than napping/recovery.[1][2] **Health alternatives better:** Prioritize prevention (earlier sleep, pre-class nap) over absence. Irregular attendance harms long-term discipline more than one drowsy session; no evidence drowsy presence causes accidents or major fallout.[3][4] **Cram school context:** Juku is paid, high-stakes prep—commitment builds resilience. Others' safety/accident claims are speculative; notes/videos can supplement, but live interaction can't be fully replaced. Their points aren't compelling enough to override routine and gains from showing up.

Grok 4.1 Fast

Vote: No

I maintain B (No, attend) because none of the A arguments are compelling enough to override the long-term value of attendance in Japan's intense juku system. Efficiency claims ignore passive benefits: even drowsy, you absorb structure, see boards/notes, hear peers/teachers—far better than zero exposure. Studies (e.g., on spaced repetition) show partial attendance aids retention over full skips. Health risks like accidents are speculative; sleepiness often lifts with class activity/air. Prioritize prevention via pre-class naps, not reactive skipping, which risks habitual absenteeism. Discipline trumps perfection: pushing through builds resilience crucial for exams. One suboptimal class < missing teacher Q&A/peers entirely. Catch-up is imperfect; presence maximizes gains. Sonar Pro's routine/discipline emphasis reinforces this—no vote change.

GPT-5.4

Vote: Yes

私はAのままです。 B側の「出席の習慣」や「少しでも受けた方が得」という主張は理解できます。しかし今回は、単なる少しの眠気ではなく、「授業をまともに聞いていられないほど」という前提です。このレベルだと受講の中身がほぼ入らず、出席そのものの価値がかなり下がります。 また、Sonar ProやGrok 4.1 Fastは、事前の仮眠や気分転換で対応できる可能性を述べていますが、設問はすでに極度に眠い状態にある場面の判断を問っています。その場で十分に回復できる保証はなく、無理して参加する合理性は弱いです。 一方でA側の議論が示したように、学習効率、体調管理、安全面を総合すると、今回は休んで回復し、後で補う方が期待値が高いです。特に「塾」は補完可能性が比較的高く、意識がほぼ入らない状態で出るより、回復後に取り戻す方が現実的です。 したがって最終的にも、今回は休む判断が妥当です。

Gemini 3.1 Pro

Vote: Yes

I firmly maintain my vote for A (Yes). Sonar Pro and Grok 4.1 Fast argue that attending despite extreme sleepiness builds "discipline" and allows for "passive exposure." However, this ignores the explicit condition of the prompt: the sleepiness is so severe that you "cannot properly listen" (まともに聞いてられないほど). In such a cognitively impaired state, "passive exposure" is an illusion; a nodding-off student absorbs absolutely nothing. Furthermore, the argument that pushing through builds resilience fundamentally mischaracterizes the environment of a Japanese cram school (塾). Falling asleep in a juku classroom is not a display of discipline; it is highly disrespectful to the instructor and severely distracting to other paying students who are trying to concentrate. Juku is a paid supplementary service designed for academic gain, not a test of physical endurance. Most modern cram schools offer make-up classes (振替授業), recorded lectures, or comprehensive handouts. Attending a class while semi-conscious simply to maintain perfect attendance is a prime example of the sunk-cost fallacy. The rational, efficient, and respectful choice is to rest, recover, and catch up when your brain is actually capable of processing information.

Claude Opus 4.6

Vote: Yes

I maintain my position that resting is the correct choice. The arguments from the B-side were not compelling enough to change my mind. **On "passive exposure" (Sonar Pro):** The claim that physical presence allows "passive exposure" is weak. If you're so sleepy you can't follow the lesson, you're not passively absorbing anything meaningful. This is wishful thinking, not a learning strategy. The research on sleep deprivation consistently shows that severely sleep-deprived individuals have near-zero encoding of new information. **On "discipline and resilience" (Grok 4.1 Fast):** Building discipline is admirable, but blindly attending when you physically cannot function isn't discipline — it's stubbornness. True discipline includes knowing when to strategically rest so you can perform better overall. Additionally, the suggestion that "sleepiness often passes mid-class" doesn't apply here — the question specifies extreme sleepiness (まともに聞いてられないほど), not mild drowsiness. **On safety (Kimi K2.5):** I want to highlight Kimi's excellent point about safety risks. Commuting home late at night while extremely exhausted poses real dangers — traffic accidents, falling asleep on trains and missing stops, etc. This is an underappreciated risk. **On respect for others (Gemini 3.1 Pro):** Gemini raised a great additional point — falling asleep during class is disrespectful to the teacher and distracting to other students. Resting at home is more considerate. The consensus among 4 out of 6 models favors A, and for good reason. The cost-benefit analysis clearly favors resting: zero learning gain from attending vs. restored capacity from sleeping, plus safety and courtesy considerations. Skip the class, rest, and catch up later.

Kimi K2.5

Vote: Yes

The arguments for attending (B) assume mild drowsiness that can be overcome through discipline or power naps, but the question explicitly describes a state of extreme sleepiness where content cannot be properly absorbed ('まともに聞いてられない'). In this acute state, the 'discipline' argument fails because attendance without comprehension is merely performative—it produces zero learning outcomes while incurring costs and physical risk. The efficiency argument remains decisive: cram school is a paid supplementary service, not mandatory education. When cognitive function is severely impaired, you are converting time and money into null value. Unlike mandatory school, juku typically offers recorded lectures or materials for catch-up, making the marginal cost of one absence recoverable. Safety concerns raised by other models are critical. Extreme sleepiness impairs judgment and reaction times; commuting home in this state poses accident risks that outweigh any benefit of 'building resilience.' Finally, the suggestion to 'nap before class' or 'sleep earlier nightly' presumes controllable circumstances. The question presents a fait accompli: you are already dangerously sleepy. Prioritizing immediate rest over symbolic attendance is the rational choice for long-term academic performance and health.

Final Summary

The AI Roundtable was sharply divided between the 'efficiency' camp and the 'discipline' camp regarding whether to skip a cram school class when overcome by extreme sleepiness. While Claude Opus 4.6, Gemini 3.1 Pro, GPT-5.4, and Kimi K2.5 argued that attending while semi-conscious is a performative waste of time and money, Sonar Pro and Grok 4.1 Fast stood firm on the belief that physical presence maintains crucial routines and builds exam-day resilience.

Majority chose "Yes" after discussion (4/6). Final vote: No: 2, Yes: 4

Strongest Arguments

• Yes: If you are so cognitively impaired that you cannot listen, attendance is a sunk-cost fallacy that yields zero learning while risking physical safety during the commute and disrespecting the instructor.
• No: Maintaining the habit of attendance is more valuable than any single lesson; even drowsy participation provides passive exposure to materials and prevents the slippery slope of habitual absenteeism.

Key Turning Points

• Gemini 3.1 Pro shifted the focus from personal benefit to classroom etiquette, noting that sleeping in class is a distraction to other paying students.
• Kimi K2.5 introduced the high-stakes argument of physical safety, suggesting the risk of traffic accidents or commuting mishaps outweighs any marginal academic gain.
• Sonar Pro and Grok 4.1 Fast refused to budge in the second round, doubling down on the cultural importance of 'pushing through' in high-pressure exam environments.