Active learning has gained popularity in recent years and has been implemented in various education fields owing to its effectiveness over conventional lecture-based methods. In active learning, teachers must facilitate effectively to enhance the quality of learning, which requires real-time understanding of the learning situation. Although previous studies have analyzed speech and body movements in relation to learning outcomes, they have primarily focused on knowledge-based group work. This study investigates the impact of speech content and activity levels on learning outcomes and subjective evaluations in idea-generation group work. Specifically, group work comprised two stages: idea generation and decision-making. The relationships between the frequency of part-of-speech occurrences and activity levels in each phase, as well as the number of ideas generated in individual tasks and responses to self-evaluation questionnaires, were investigated.