Do Political Science Simulations Promote Knowledge, Engagement, Skills, and Empathy?

Abstract

Scholars of teaching and learning frequently examine whether simulations promote content knowledge and engagement with course material. But many educators use simulations to promote additional goals. This article suggests that designers of political simulations often pursue four ends: knowledge, engagement, skills, and empathy (KESE). The article discusses the popularity of simulations and the reasons that political science educators use them. It establishes the KESE framework and pays particular attention to the ways that simulations might promote soft skills (e.g., public speaking, negotiation) and/or empathy. Then, to investigate the extent to which simulations promote KESE goals, the article examines several years of pre- and post-surveys of students who did and did not participate in the Mid-Atlantic European Union Simulation. It finds that the KESE framework and intentional, systematic assessment of all four KESE components can help to capture the full array of simulations’ potential benefits.

Keywords:

• Simulations
• active learning
• assessment

Notes

1 The one exception was 2020, when the simulation was held virtually due to the COVID-19 pandemic.

Additional information

Notes on contributors

Nick Clark

Nick Clark is Professor of Political Science at Susquehanna University (USA). His research examines public opinion, public knowledge of the European Union, elections, and voting behavior.

John A. Scherpereel

John A. Scherpereel is Professor of Political Science at James Madison University (USA). His research focuses on political representation, political institutions, and territorial politics in Europe.