Assessing the effectiveness of EU simulations: Do the characteristics of participants impact learning outcomes?

I love this game: the interplay between experience and background in role-playing simulations: insights from MUN participants in Italy and the Netherlands

“…Slightly differently, Jones and Bursens have found only "mixed support" (2015, 263) for the claim that younger students (measured by age and year in school) will show greater gains in learning after simulation. More recently, also Davesa and Piros (2019) highlight dissimilar results between the perceptions by EU and non-EU students on their acquisition of learning outcomes.…”

“…In recent years a growing body of literature "has emerged surrounding the use of role-play simulations and games as a tool for political science pedagogy" (Toomey et al 2019, 2). 1 The scholarly debate (Lantis 1998;McIntosh 2001;Asal 2005;Giovanello et al 2013;Duchatelet et al 2018;Davesa and Piros 2019) has widely investigated features and consequences of role-play simulations in teaching politics.…”

“…On this point see also Vermunt and Vermetten (2004) 7. For an updated review of such attempts see: Davesa and Piros (2019) and Lohmann (2019).…”