Student Perceptions of a Role-Playing Simulation in an Introductory International Relations Course

Giovanello, Sean P.; Kirk, Jason A.; Kromer, Mileah

doi:10.1080/15512169.2013.770989

Cited by 47 publications

(27 citation statements)

References 8 publications

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“…Together these show a climb in user satisfaction from the low point of T2 2013, but also just how high overall enthusiasm for such an assignment can be despite technical imperfections. This finding supports the wider literature noting the potential for high levels of engagement offered by simulations in teaching political content (for example, Blum & Scherer []; Rivera & Simons []; Wills et al []; Giovanello et al []). In addition, for those considering either initial design of an online role play or the redesign of an existing system this study indicates that when it comes to the actual interface or technology, functionality is a key driver of satisfaction and that broken or inauthentic tools can be more frustrating than absent ones.…”

Section: Resultssupporting

confidence: 86%

Teaching an old game new tricks: Long‐term feedback on a re‐designed online role play

Hardy¹,

Totman²

2016

Brit J Educational Tech

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Despite an extensive history of use in teaching Political Science subjects, long‐term scholarly studies of online role plays are uncommon. This paper redresses that balance by presenting five years of data on the Middle East Politics Simulation. This online role play has been run since the 1990s and underwent significant technical upgrade in 2013–14. The data presented here covers student feedback to this upgrade process and the factors that can influence their response. Key indications are that students tend to recognise when something is fit (or not) for its purpose and will forgo attractive and well‐appointed online environments if the underlying learning exercise is valued. However, there are limits to this minimalism and whilst designers do not need to replicate every Internet trend, attention needs to be paid to broader changes in technology, such as access platform and changing avenues of political communication. The study demonstrates that long‐term monitoring of online role play exercises is important to allow informed changes to be implemented and their impacts properly assessed.

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Section: Resultssupporting

confidence: 86%

Teaching an old game new tricks: Long‐term feedback on a re‐designed online role play

Hardy¹,

Totman²

2016

Brit J Educational Tech

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“…Results show that games and simulations motivate, engage and promote effective learning goals by providing opportunities for learners to actively experience, practice, interact, and reflect in a collaborative, game-based, and learner-centred setting. The measures evaluating student attitudes reveal an increasingly positive trend towards games and simulations, especially in post-interventions (Bekebrede et al, 2011;Giovanello et al, 2013;Costa et al, 2014;Angelini, 2016;Geithner & Menzel, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…In general, most studies report that students develop a positive attitude toward the pedagogical adoption of games and simulations in education (Divjak & Tomić, 2011;Bekebrede, 2011;Ibrahim et al, 2011;Beckem & Watkins, 2012;Tanner et al, 2012;von Wangenheim et al, 2012;Halpern et al, 2012;Terzidou et al, 2012;Hanning et al, 2013;Giovanello, 2013;Cvetić et al, 2013;Kovalik & Kuo, 2012;Li & Tsai, 2013;Hainey et al, 2011;Boeker et al, 2013;Nkhoma et al, 2014;Costa et al, 2014;Chaves et al, 2015;Riemer & Schrader, 2015;Angelini, 2016;Geithner & Menzel, 2016). The participants in Dudzinski et al (2013) respond positively towards a serious web-based game, describing the experience as interesting, stimulating and helpful, as well as a valuable addition to their pharmacy curriculum.…”

Section: Attitudes and Satisfactionmentioning

confidence: 99%

The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

482

265

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The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.

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“…As noted by Giovanello, Kirk, and Kromer (2013;p. 198), when considering the use of role plays in the delivery of IR/PS subjects:…”

Section: Introductionmentioning

confidence: 78%

“…Studies of student experience and outcomes with IR and PS role plays are certainly available (Baylouny, 2009;Biziouras, 2013;Dougherty, 2003;Giovanello et al, 2013;Raymond & Sorensen, 2007;Stover, 2005;Wakelee & Itkonen, 2013). This may include generalised discussion of learning outcomes and some presentation of data surrounding student satisfaction, grade scores or other feedback (Blum & Scherer, 2007;Raymond, 2010;Stover, 2005).…”

Section: Introductionmentioning

confidence: 99%

The Long Game: Five Years of Simulating the Middle East

Hardy

Totman

2016

AJET

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Scholarly literature attesting to the benefits of role play in teaching international relations or political science subjects is abundant and universally positive. However, despite many case studies presenting snapshots of single examples, long term data concerning a role play exercise is difficult to find. This study presents student feedback data gathered from 10 iterations of the Middle East politics simulation carried out over 5 years from 2011-15. The data obtained from over 600 respondents establishes very clear trends in terms of satisfaction, engagement, and workload. The findings demonstrate that students can be significantly engaged in the subject matter through role plays and that they value these opportunities and the learning that ensues, even though it may represent more work than they are used to allotting to traditional assignments. The results show that year after year, successive student cohorts have made a clear judgement that extra work is worthwhile when it pays off against their perceived learning. The inference can also be drawn that they do not see this same pay off when completing essay type assignments.

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Student Perceptions of a Role-Playing Simulation in an Introductory International Relations Course

Cited by 47 publications

References 8 publications

Teaching an old game new tricks: Long‐term feedback on a re‐designed online role play

Teaching an old game new tricks: Long‐term feedback on a re‐designed online role play

The effect of games and simulations on higher education: a systematic literature review

The Long Game: Five Years of Simulating the Middle East

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