Representation and the Rules of the Game: An Electoral Simulation

Abstract

Based on the research of prevailing ERP simulation game, this paper, which is aiming at the cultivation of innovative and entrepreneurial talents, initially elaborates the operation procedure and rules of a model of value chain-a simulation sandbox system named Pioneering Era, which simulated the creative design, manufacturing and distribution in a science and technology commercial society as a whole.

Whipping Them in: Role-Playing Party Cohesion with a Chief Whip

“…As Archer and Miller noted, political science classes are natural bedfellows for active-learning techniques like role-plays: "The subject matter lends itself to discussion and debate, theories and decision-making can be evaluated in light of current events, and institutions such as Congress and the United Nations lend themselves easily to simulations" (Archer and Miller 2011, 430). The literature now contains multiple examples from political science and international relations, covering almost all areas of the discipline, including topics as diverse as the following: election campaigns (Caruson 2005;Kathlene and Choate 1999;Mariani 2007;Pappas and Peaden 2004); electoral systems (Hoffman 2009); the policy process (Grummel 2003); foreign policy decision making (Loggins 2009); arms control (Kelle 2008); the Middle East (Dougherty 2003); the European Council (Zeff 2003); and political theory (Schaap 2005). Published work on parliamentary role-plays and simulations have thus far focused mostly on the U.S. Congress (Bernstein and Meizlish 2003;Ciliotta-Rubery and Levy 2000;Lay and Smarick 2006).…”

Using Simulations in Linked Courses to Foster Student Understanding of Complex Political Institutions

“…"Simulations have the power to recreate complex, dynamic political processes in the classroom, allowing students to examine the motivations, behavioral constraints, resources and interactions among institutional actors" (Smith and Boyer 1996, p. 690). Experiential learning or active learning through simulations was hailed as a way to overcome problems of student disinterest in electoral systems, as well as student difficulty in grasping intricacies or complexities of electoral system processes (Hoffman 2009). Retention of information for a longer period of time was also cited as a chief benefit of using simulations (Smith and Boyer 1996, p. 690).…”

Teaching Better, Teaching Together: A Coordinated Student Exit Poll Across the States

“…Many political science courses lend themselves to engaging students in hands-on and practical opportunities that will enhance important job-related skills including gathering research, analyzing data, working in a collaborative manner, and developing their verbal and communication skills. Whether this is done through simulations, role playing, or other forms, active learning has been continuously promoted by educators (Archer and Miller 2011;Bardwell 2011;Ciliotta-Rubery and Levy 2000;Endersby and Webber 1995;Frederking 2005;Hoffman 2009;Larson 2004;Oros 2007;Pautz 2011). Active-learning techniques are effective because they ''encourage students to do more than simply read about concepts'' (Pautz 2011, 648) and are successful for both motivating students to seek out additional information and for increasing student interest in the subject matter.…”