Serious Games in the Global Affairs Classroom

Abstract

Online simulations are becoming increasingly popular in international affairs education, and a new wave of social learning games or serious games are now being marketed to global affairs instructors. While few studies empirically evaluate the effectiveness of such games in augmenting traditional classroom methods, it is often assumed that such use of IT significantly enhances students' engagement with political and social issues. We explored this assumption through a qualitative analysis of student Blackboard commentary after playing the game Pax Warrior as a supplement to a genocide prevention module in a graduate policy classroom. Student comments were coded for evidence of substantive engagement, for whether the game tended to engender critical thinking or cynicism, and for student reactions to the game itself. While evidence is mixed and further study is necessary, on balance our analysis suggests that online simulations such as Pax Warrior may indeed provide a valuable means to encourage active learning in the global affairs classroom.

Key Words:

• Serious games
• pedagogy
• simulations
• war crimes
• Rwanda
• teaching