A Computer Simulation Comparing the Incentive Structures of Dictatorships and Democracies

Abstract

The draw of simulations is that by replicating a simplified version of reality they can illustrate the repercussions that individual choices create. Students can play the role of a judge, an ambassador, or a parliamentarian and can experience first hand how their decisions play out. As a discipline, we assume that such practices are an improvement over textbook-based lectures. However, sometimes the difficulty implicit in designing and implementing large-scale or semester-long simulations can be a tangible drawback to their adoption. This article discusses the use of simple, small-scale computer-based simulations or games and argues that they can be used as an uncomplicated way of implementing active learning goals. The authors argue that small-scale simulations can be used as a discreet, one-time game that assists student comprehension of complex theoretical concepts. In order to assess the effectiveness of the simulation, the authors conducted a randomized experiment where participants were assigned to a traditional classroom lecture or a class using a computer game simulation. Student performance was evaluated by a posttest and a delayed posttest. Results show strong evidence that epigrammatic simulations are as effective as traditional classroom lectures in the short run and produce better concept retention in the long run.

Keywords:

• comparative politics course
• computer-based simulation
• randomized experiment
• student learning

Notes

*p value < .05.

*p value < .05.

See Dorn (1989) for a detailed discussion of experiential models of learning.

As a suggestion to readers interested in creating their own computer simulation but lack the time or the skills necessary, we recommend that they leverage their institution's resources. The programming abilities necessary to create short computer simulations, as the one discussed here, are within the capabilities of an average junior majoring in computer science. With the help of a willing colleague in a programming-related field, an intermediate programming class, for example, the production of the simulation can be undertaken as a class project.

Copies of the program are available upon request.