Playing Games with International Relations

Abstract

After reviewing the advantages and disadvantages in using simulations to teach International Relations, this paper develops pedagogy for using simulations to teach International Relations (IR) theory. After discussing methods for integrating simulations into a class on IR theory the paper then goes on to present three simulations and the theories that they can be used to teach. The three simulations are the Classical Realism Game, Prisoner's Dilemma to the Nth degree, and Diplomacy. Finally, the three simulations are compared.

Teaching Theory, Writing Policy: Integrating Lessons from Foggy Bottom into the Classroom

“…A substantial amount of literature already exists on the use of simulations as an important pedagogical tool (Asal 2005 ;Truby, Weiss, and Rousseau 2014;Wedig 2010 ). Simulations of foreign-policy scenarios can be a valuable tool to bridge extant learning gaps and prior biases.…”

Going Beyond the Existing Consensus: The Use of Games in International Relations Education

“…n N O T E S 1. For instance, see Arnold (2015), Asal (2005), Dougherty (2003), Galatas (2006), Newmann and Twigg (2000), Shellman and Turan (2006), and Simpson and Kaussler (2009).…”

“…Finally, politics makes the most sense if experienced or "played" rather than just discussed (Asal and Blake 2006). Unsurprisingly, recent years have seen the publication of many articles on the use, construction, and integration of games and simulations in international relations instruction (Arnold 2015;Asal 2005;Asal and Blake 2006;Boyer, Trumbore, and Fricke 2006;Dougherty 2003;Haynes 2015;Simpson and Kaussler 2009;Wheeler 2006). Some works challenge the efficacy of simulations.…”

“…Students are more likely to retain knowledge through activities that combine doing and saying rather than through other types of learning activities such as hearing, reading, or even doing and saying separately (Boyer et al 2000). Games can demonstrate how theories "work," illustrate how institutions function, and get students to understand the emotions of actors in situations which are alien to them (Asal 2005;Stover 2007). Finally, politics makes the most sense if experienced or "played" rather than just discussed (Asal and Blake 2006).…”

Outsourcing Learning: Is the Statecraft Simulation an Effective Pedagogical Alternative?

“…The perceived ability of simulations to target students' cognitive, behavioral and emotional domains makes them highly attractive pedagogical tools (Davidson et al 2009:153). A wide range of simulations have been used in international relations instruction; these range from a simple classroom demonstration of Prisoner's Dilemma (Raymond 2011 andAsal 2005) to complex role-playing exercises such as ICONS (International Communication & Negotiation Simulations) and the Global Problems Summit focusing on international negotiation and conflict resolution (Starkey andBlake 2001 andKrain andLantis 2006, respectively).…”