Assessing the Impact of Role Play Simulations on Learning in Canadian and US Classrooms

Pettenger, Mary E.; West, Douglas A.; Young, Niki

doi:10.1111/insp.12063

Cited by 39 publications

(23 citation statements)

References 30 publications

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“…Another kind of students' perception, regarding values and determinants of the international system, still needs to be explored. Pettenger et al (2014) address the influence of simulation on student's knowledge of IR. They investigate four fields of knowledge (factual, conceptual, procedural, metacognitive) but only partially deal with IR as a system: while external attitudes of states are studied, the international system as a whole has not been examined.…”

Section: The Paper's Contribution To the Existing Literaturementioning

confidence: 99%

Students’ knowledge and perceptions of international relations and the ‘Model United Nations’: an empirical analysis

Calossi

Coticchia

2017

Acta Polit

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Unconventional learning activities such as games and simulations have been widely used as teaching tools in international relations (IR) in the recent years. The literature on simulations and student learning has often highlighted a lack of empirical evidence in the existing research. The paper aims at providing empirical support to illustrate the ways in which simulations might influence students' levels of (factual and self-evaluated) knowledge and perceptions of IR. The study is based on extensive empirical material, collected through questionnaires submitted to 298 students who participated in the 2014 edition of the National Model United Nations in New York (NMUNÁNY). Keywords Simulation Á Model United Nations Á Perceptions Á Knowledge Á IR Despite the growing use of games and simulations as teaching methods in international relations (IR), the existing research has produced a limited number of empirical studies (Giovanello et al. 2013). ''Although many educators realise the potential benefits of games and simulations as pedagogical tools, few researchers have examined their use empirically'' (Garard et al. 1998, p. 42). In addition, the current empirical studies deal more frequently with students' evaluation of the simulation itself rather than with the actual change in the level of knowledge or of perceptions that students experience during the simulation. On the contrary, this paper addresses how and to what extent participating in a simulation affects & Fabrizio Coticchia

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Section: The Paper's Contribution To the Existing Literaturementioning

confidence: 99%

Students’ knowledge and perceptions of international relations and the ‘Model United Nations’: an empirical analysis

Calossi

Coticchia

2017

Acta Polit

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“…The concerns about limited preparation do, to an extent, reflect "real world" experience, where diplomats are generalists and have limited background on many of the issues they need to negotiate. This real world focus in is a strong theme in contemporary tertiary pedagogy debates (Pettenger et al 2014).…”

Section: Resultsmentioning

confidence: 99%

Model United Nations and Deep Learning: Theoretical and Professional Learning

Engel

Pallas

Lambert

2017

Journal of Political Science Education

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This article demonstrates that the purposeful subject design, incorporating a Model United Nations (MUN), facilitated deep learning and professional skills attainment in the field of International Relations. Deep learning was promoted in subject design by linking learning objectives to Anderson and Krathwohl's (2001) four levels of knowledge or cognition: factual, conceptual, procedural, and metacognitive. Students demonstrated improvement in all four areas; however, this article focuses on outcomes in the conceptual and metacognitive realms as these were where students showed the most growth. In the conceptual realm, the subject aimed to increase students' capacity to apply international relations theories. Students tended to utilize the traditional theories of realism and liberalism; however, their explanations and applications of these theories showed deep learning. In the metacognitive realm, students were able to analyze their own negotiation styles and to explain how it influenced their approach to the Model UN, thus demonstrating strong professional skills development and metacognitive growth. Learning was enhanced by the use of open access online subject materials and online communications. The subject was designed and run in a context where simulations in teaching politics and international relations are not common.

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“…As a complement to these courses, we provided trainees with opportunities to put these principles into practice. Immediately after the course on grant proposal writing, participants were given the text of a fictional call for projects [33][34][35][36][37]). During the set-up of the first summer school we stumbled upon the paper from Justin Hines and collaborators [38] describing their use of a simulation sequence built upon real-life events for teaching the basic principles of scientific investigation to students.…”

Section: Design and Implementation Of The Training Programmentioning

confidence: 99%

The MooSciTIC project: a booster shot of science for West African research and higher education actors

Atindehou

Adéoti

Loko

et al. 2018

Preprint

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In this paper, we describe the implementation of the MooSciTIC summer schools, a capacitybuilding initiative targeting West African research scientists and higher education teachers.Throughout the three years of the project, we provided on-site courses and practicals on crossdisciplinary aspects such as scientific writing, communication and integrity, in the aim of improving the self-reliance of researchers and upgrading research practices throughout the subregion. We explain how the program was designed and implemented and we show the positive outcomes it generated for our former trainees within a relatively short period, hoping to inspire similar initiatives to follow our steps.

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Assessing the Impact of Role Play Simulations on Learning in Canadian and US Classrooms

Cited by 39 publications

References 30 publications

Students’ knowledge and perceptions of international relations and the ‘Model United Nations’: an empirical analysis

Students’ knowledge and perceptions of international relations and the ‘Model United Nations’: an empirical analysis

Model United Nations and Deep Learning: Theoretical and Professional Learning

The MooSciTIC project: a booster shot of science for West African research and higher education actors

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