Three Experiments in Political Gaming

Bloomfield, Lincoln P.; Padelford, Norman J.

doi:10.2307/1952078

Cited by 48 publications

(16 citation statements)

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“…A prior knowledge of existing theory may be useful, but it is not necessary for the student to fulfill the role effectively or to learn from the experience. With respect to the central roles in Metro-APEX (politicians, planners, industrialists, and so on), my experience with the simulation contradicts Bloomfield andPadelford's (1959: 1115) assertion about political games:…”

Section: Objectivesmentioning

confidence: 61%

Metro-Apex as a Course

Rosen

1981

Simulation & Games

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Section: Objectivesmentioning

confidence: 61%

Metro-Apex as a Course

Rosen

1981

Simulation & Games

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“…The use of simulations within HE and, in particular, in social sciences courses is not new. Indeed, practical examples of their empirical usage can be found stretching back at least to the 1950s across a variety of disciplines, from law to psychology to politics (see Bloomfield and Padelford 1959;Goldhamer and Speier 1959;Guetzkow 1959). As a result of this widespread and longstanding practical application, simulations as a pedagogical tool have been widely researched across a number of disciplines, including sociology (cf.…”

Section: Simulations In the Literaturementioning

confidence: 99%

The Effectiveness of Simulations as an Outreach Tool: Using Simulations to Boost Interest in EU-Related Higher Education Study

Heard-Lauréote

Bortun

Kreuschitz-Markovic³

2019

JCER

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The pedagogical effectiveness of active learning methods within university teaching, such as simulations, has been widely acknowledged. There is some evidence that simulations are effective tools at engaging students in the classroom. Yet, empirical evidence of actual impacts on learning are not as well-documented as they could be. Importantly however, little work has been done to see their contribution and impact as an outreach and recruitment tool to bring new students into the social sciences discipline. This article builds on the assumption that simulations can prove effective when used as university outreach tools to enhance interest in pursuing higher education study. We argue that EU-related simulations engaging students in secondary education stimulate their interest in studying European politics and, more generally, international relations at university level. The article relies on data collected through pre-and post-simulation questionnaires completed by the pupils who participated in simulations that took place in six secondary schools between 2016 and 2017. The empirical investigation reveals three key effects of those simulations. First, the simulations enhanced the participants' interest in pursuing university degrees associated with European Union (EU) politics. Second, the simulations increased the participants' self-assessed knowledge of EU politics. Third, the simulations consolidated the participants' perceived importance of understanding how the EU works. Overall, these findings back our claim that EU-related simulations may be used as outreach tools to boost interest in pursuing EU-related subjects in higher education. In the context of the ongoing Brexit process, such a boost is desirable as the understanding of EU politics will continue to be relevant for the future generations of British students.

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“…In those simulations, students are presented with a short history of a particular international context, assigned roles as world leaders and confronted with a crisis scenario. Their job is to cope with the crisis by managing their governments, commanding their military forces and influencing decision makers in other countries (Bloomfield and Padelford, 1959). The Preston and Cottam (this issue) paper on the use of class-room simulations of US foreign policy crises will deal more elaborately with their role as a teaching tool.…”

Section: Crisis Simulations: Purposesmentioning

confidence: 99%

Simulation Methodology for Crisis Management Support

Kleiboer

1997

Contingencies & Crisis Mgmt

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This paper briefly reviews the classic and more recent literature on crisis simulations. After discussing the essence of simulations, as opposed to scenarios and games, five functions of simulations are highlighted: a research tool; a teaching and training instrument; a planning method; a tool for designing decision support systems; and a personnel selection method. Different design dimensions of educational and research simulations are brought to the fore.

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Three Experiments in Political Gaming

Cited by 48 publications

References 0 publications

Metro-Apex as a Course

Metro-Apex as a Course

The Effectiveness of Simulations as an Outreach Tool: Using Simulations to Boost Interest in EU-Related Higher Education Study

Simulation Methodology for Crisis Management Support

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