Do Simulations Enhance Student Learning? An Empirical Evaluation of an IR Simulation

ABSTRACT

There is a nascent literature on the question of whether active learning methods, and in particular simulation methods, enhance student learning. In this article, the authors evaluate the utility of an international relations simulation in enhancing learning objectives. Student evaluations provide evidence that the simulation process enhances their knowledge of such abstract theories and concepts. Moreover, the results suggest that the simulation increases students' interest in political science/international relations and provides a memorable experience that they will not forget.

Keywords:

• active learning
• simulations
• international relations
• terrorism
• negotiation
• technology

Notes

1. A short video describing the basic component parts of the simulation and its purposes is available here: http://arches.uga.edu/∼smshel/Simulations/ConfrontingGlobalIssues.html. This exercise has been run once at the University of Mississippi, twice at Florida State University, four times at William & Mary, and once at the University of Georgia.

2. See Kehl (2002) for a review of scholarship on teaching and learning in political science.

3. See Asal (2005) for an article on how to teach IR theories using, games.

4. This analogy is taken from Starkey, Boyer, and Wilkenfeld (1999, 5).

5. Of course, there are exceptions.

6. This section draws on Shellman and Turan (2005).

7. See Shellman (2001) and Shellman and Turan (2003) for more info on using a simulation as one of Kolb's four phases. Also see Brock and Cameron (1999).

8. Alternatively, the simulation can be run in one large room and the media can report the news via their natural voices or with the use of a microphone to help amplify the sound.

9. See the video at http://arches.uga.edu/∼smshel/Simulations/ConfrontingGlobalIssues.html for an example.

10. There are other alternative means that we could have chosen to assess learning. For example, we could have conducted an experiment with a control group and then compared test scores across classes that did and did not participate in the simulation. However, that would mean that one of our classes would not participate and ultimately miss out on the experience.

11. The anonymous survey was administered following their final exam, thus the 100% response rate.

12. See http://www.icons.umd.edu for additional information about ICONS.