Effects of EU Simulation Games on Secondary School Students’ Political Motivations, Attitudes and Knowledge: Results of an Intervention Study

Oberle, Monika; Ivens, Sven; Leunig, Johanna

doi:10.1007/978-3-319-74147-5_12

Cited by 9 publications

(11 citation statements)

References 33 publications

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“…A recent study about digital simulation games in civic education showed that they fostered knowledge and internal efficacy [27] and a similar result was found for blended-learning simulations [28]. Digital and blended learning simulation games have both very small effect or no effect on participants' attitudes, however, regarding their learning effects, participants, in general, assessed blended learning simulation games more positively, which has been shown by a study using the simulation game assessment model by Oberle, Ivens and Leunig [17,28].…”

Section: The Simulation Game: a Possible Solution To Ease The Implementation Of The New Fertilizer Ordinancesupporting

confidence: 54%

“…There are many positive results expected that adherents ascribe to simulation games, but there is a lack of empirical evidence to support them. There are only a few quantitative studies about simulation games in civic education [17,[22][23][24], or education for sustainable development [3,25], and even fewer about digital simulation games [26]. A recent study about digital simulation games in civic education showed that they fostered knowledge and internal efficacy [27] and a similar result was found for blended-learning simulations [28].…”

Section: The Simulation Game: a Possible Solution To Ease The Implementation Of The New Fertilizer Ordinancementioning

confidence: 99%

“…Overall, simulation games can be a useful didactic method and approach to promote process-oriented action and a positive learner experience [17]. Several positive expectations are linked with simulation games [18][19][20].…”

Section: The Simulation Game: a Possible Solution To Ease The Implementation Of The New Fertilizer Ordinancementioning

confidence: 99%

“…The closed questions on participants' attitudes, subjective knowledge, and their assessment of the simulation game in general consisted of four-point Likert scales (for aiding interpretation in the article, and scores were reversed in a coherent manner, i.e., 1, disagree entirely, to 4, agree entirely). In order to assess the changes related to the dispositions regarding the FO and the subjective knowledge, new scales were created based on established scales validated in other studies [17,[34][35][36]. The attitudes toward the new FO were measured in a construct with seven (four-point) Likert scale items (adapted from) [35,36], the internal efficacy with seven items (adapted from) [17,37,38], and the subjective knowledge with six items (based on) [37,39,40].…”

Section: Survey Instrumentsmentioning

confidence: 99%

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Bringing Policy Decisions to the People—Education for Sustainable Development through a Digital Simulation Game

et al. 2020

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After repeated warnings by the European Commission regarding high nitrate concentrations in German waters, in 2017, Germany implemented a new fertilizer application ordinance (FO) with stricter nitrate value limits. The new regulations have severely affected agricultural regions in Germany and could lead to a high number of job losses if farmers must conform to the new regulations and do not implement new production methods. Therefore, a simulation game was developed to educate farmers and residents about the new FO and to facilitate adaptation to the new environmentally friendly legislation. The aims of the newly developed simulation game are to educate residents and farmers in affected regions about the new FO and to develop new ideas on how to comply with the new regulations. The aims of the present study are, first, to research participants’ evaluation of the simulation game and, second, to assess the effect of the simulation game on subjective knowledge, internal efficacy, and attitude towards the new FO. This pre- and post-comparison design study was based on pre-test and post-test with participants in two games (N = 90). The results were analyzed using descriptive statistics, multiple regression analyses, qualitative content analysis, and mean value comparisons. The simulation game had a positive effect on participants’ subjective knowledge (Cohen’s d 0.65) and internal efficacy (Cohen’s d 0.36), but it did not have an effect on their attitudes toward the new FO, and it was shown to slightly lower their interest in agriculture politics (Cohen’s d −0.33). The participants reported that the game made them more aware of both the difficulty and necessity of finding compromises in the field of agriculture politics. Overall, the simulation was rated very positively and was perceived as interesting and informative by the participants.

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Section: The Simulation Game: a Possible Solution To Ease The Implementation Of The New Fertilizer Ordinancesupporting

confidence: 54%

Section: The Simulation Game: a Possible Solution To Ease The Implementation Of The New Fertilizer Ordinancementioning

confidence: 99%

Section: The Simulation Game: a Possible Solution To Ease The Implementation Of The New Fertilizer Ordinancementioning

confidence: 99%

Section: Survey Instrumentsmentioning

confidence: 99%

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Bringing Policy Decisions to the People—Education for Sustainable Development through a Digital Simulation Game

et al. 2020

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“…There is empirical evidence showing that political simulation games can facilitate access to politics and the European Union-even for participants who initially show only little or no interest in the matter. Playing the role of an EU politician (e.g., member of the European Parliament, Council member) and actively taking part in political negotiations and decision-making during the game can exercise an ice-breaking effect and can help overcome prejudices with regard to politics and the European Union (Oberle et al 2018(Oberle et al , 2020Oberle and Leunig 2016).…”

Section: Civic Education For Young Hard-to-reach Learners: Relevance Challenges and Promising Approachesmentioning

confidence: 99%

Reaching the Hard-To-Reach with Civic Education on the European Union: Insights from a German Model Project

Oberle

Stamer

2020

Social Sciences

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So-called “hard-to-reach” learners with a lower level of formal education have been identified as a “challenge” for civic education and have been neglected with regard to civic education in the past. However, these young people do deal with political processes that relate to their everyday lives; they simply do not perceive these processes as political. The same holds true for the topic of the European Union. To date, hardly any teaching concepts and learning materials for civic education on the European Union that are specially designed for hard-to-reach youth have been available. This paper discusses the relevance, challenges, and promising approaches used to address this severe deficit in the research and practice of civic education regarding the EU. It focuses on the situation in Germany and presents the Jean Monnet project “Junge Menschen erreichbar machen mit politischer Europabildung” (JUMPER). Here, workshops with a focus on the European Union are developed—specifically tailored to the needs of the target group, carried out with pupils in the vocational transition system, and accompanied by systematic evaluation. Finally, conclusions are drawn for civic education and research regarding hard-to-reach youth.

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Wirkungen politischer Planspiele auf Einstellungen, Motivationen und Kenntnisse von Schülerinnen und Schülern zur Europäischen Union

Oberle

Leunig

2017

Politische Bildung in Der Demokratie

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Effects of EU Simulation Games on Secondary School Students’ Political Motivations, Attitudes and Knowledge: Results of an Intervention Study

Cited by 9 publications

References 33 publications

Bringing Policy Decisions to the People—Education for Sustainable Development through a Digital Simulation Game

Bringing Policy Decisions to the People—Education for Sustainable Development through a Digital Simulation Game

Reaching the Hard-To-Reach with Civic Education on the European Union: Insights from a German Model Project

Wirkungen politischer Planspiele auf Einstellungen, Motivationen und Kenntnisse von Schülerinnen und Schülern zur Europäischen Union

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