Developing and Adapting Simulations through Six points of Variance: An Example of Teaching Applied Game Theory through International Negotiations

Rothman, Steven B.

doi:10.1111/j.1528-3585.2012.00466.x

Cited by 11 publications

(7 citation statements)

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“…Despite these opinions, over the past 50 years, students of International Relations have found simulations particularly useful to understand the mechanisms of the international system, and to make decision-making theory more vivid by applying it to the solution of actual global problems (Newmann & Twigg, 2000;Shellman and Turan, 2006). More recently, the use of simulations specifically shaped on IR scenarios and theories for teaching purposes has rapidly expanded, bringing even more sophisticated models and games, designed on historical periods, case studies, past and ongoing conflicts, and involving the use of computer, social media and various other technological instruments (Lantis, 1998;McIntosh, 2001;Stoven 2005;Tessman, 2007;Rothman, 2012).…”

Section: The Use Of Simulations In International Relations Coursesmentioning

confidence: 99%

Simulating conflict resolution dynamics and fostering negotiation skills

Irrera¹

2020

oasis

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El artículo analiza el uso de simulaciones como una herramienta de aprendizaje activo y explora su idoneidad en los estudios de Relaciones Internacionales (RR. II.), que involucran a diferentes poblaciones de estudiantes. Las experiencias de negociación anteriores se utilizan para describir Game of Peace, un modelo de negociación, desarrollado por el autor, para abarcar a los estudiantes en el papel de varias facciones involucradas en una guerra civil. Al evaluar los comentarios de los estudiantes, aquí se sostiene que las simulaciones son extremadamente funcionales para los cursos de RR. II., para mejorar las habilidades de aprendizaje, fomentar las habilidades y capacidades relacionales, y para llevar las teorías y conceptos a la vida real. El artículo consta de tres partes. En primer lugar, se evalúa la literatura más reciente sobre simulaciones para reflexionar sobre la idoneidad de las simulaciones; en segundo lugar, la experiencia del Game of Peace se presenta en sus principales pasos, roles y características de interacción. Por último, sus principales resultados se utilizan para evaluar su impacto pedagógico y prever más investigaciones.

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Section: The Use Of Simulations In International Relations Coursesmentioning

confidence: 99%

Simulating conflict resolution dynamics and fostering negotiation skills

Irrera¹

2020

oasis

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“…An international relations literature is emerging (e.g., Andonova & Mendoza-Castro, 2008; Asal, 2005; Ehrhardt, 2008; Kille, 2002; Krain & Lantis, 2006; Krain & Shadle, 2006; Pettenger & Young, 2006; Rothman, 2012; Smith & Boyer, 1996) that focuses on the advantages of using the experience of ALSs as a tool to enhance learning outcomes for students about theory. Specifically, Andonova and Mendoza-Castro (2008) note that ALSs “bring theory to life” and help students flesh out difficult concepts that might otherwise have been presented in often dry fashion in lectures and readings.…”

Section: Using Active Learning Exercises As Teaching Toolsmentioning

confidence: 99%

“…Despite these advantages, the use of active learning in the classroom is not without downsides (Asal, 2005; Cunningham, 1984; McIntosh, 2001; Rochester, 2003; Rothman, 2012). For one, extra time is required to implement them in classes that could take time away from uses that are perceived as more serious.…”

Section: Using Active Learning Exercises As Teaching Toolsmentioning

confidence: 99%

Hybrid Active Learning Situations

Goetze

2015

Simulation & Gaming

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Background. I explore the use in undergraduate classes of active learning situations (ALSs) that model the structure of common pool resources. I respond to critiques of the usefulness of ALSs for use in classrooms by reviewing their ability to convey important concepts and theories and to facilitate student acquisition of policy details.Aim. I examine how learning efficiency is enhanced by choosing the right form of ALS -ranging from abstract games to detailed simulations. The learning efficiency of using games or simulations in the classroom, or something in between, likely depends on the instructor's purposes -conveying general theories applicable to many cases or the details and dynamics of particular policies.Method. I discuss use of a hybrid example of a common pool resource ALS to illustrate use of the ALS to help achieve the purposes of a course on the Rise and Decline of Human Civilizations.Conclusion. Descriptions of the content of debriefing sessions for six courses taught in the US and China provide support for the usefulness of this ALS in achieving purposes that focus on conveying knowledge about abstract features of common pool resource challenges confronting past societies, the climate change problem confronting contemporary global society, and how to avoid tragic outcomes in each case.Rothman (2012) stress the importance of efficiency -the play of games and simulations in classrooms should be circumscribed so that other effective methods of teaching, including lectures and discussions, are not given short-shrift and reduced to levels that obviate their important contributions to the achievement of learning objectives. Ehrhardt (2008, pp. 59-60) also observes that the play of many such games or simulations is divorced from and poorly integrated with the content and purposes of a course. He emphasizes integrating the simulation into the rest of the course material by connecting it to the stated goals of the course as presented across multiple weeks.To ensure a proper fit, Asal (2005, pp. 361-362) stresses the use of simulations to teach about theories that are presented in the course. Simulations can generate excitement about "dry theory" and make theories "clear in a way that lectures and discussions do not." In contrast, Rothman (2012) and Pettenger and Young (2006) emphasize real-world specifics rather than theoretical abstraction. They believe success is related to how well a chosen simulation parallels the complexity of a policy problem and interactions of the actors addressing that problem in the real world.Clearly, tension can exist between introducing, on the one hand, complexity that parallels real-world problems and on the other, maintaining a focus on teaching about abstract and theoretical features of those problems -and using time efficiently to do so. The matter can be resolved, in large part, by careful consideration of the purposes of the course, the time frame available, and a willingness to use a hybrid ALS that incorporates some mix of the features of both games and simulations. ...

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“…Meanwhile, simulations like online Diplomacy offer students and teachers a better approach to assessment. For students, these games provide “explicit rule‐based structure,” an element recently found preferable to students over the kind of open‐to‐interpretation roles that traditional role‐playing simulations use (Raymond :76; Rothman ). Our simulation stipulates clearly defined rules, rather than “amorphous rules centered around discussion and negotiation” (Goon :253).…”

Section: Simulations In International Relationsmentioning

confidence: 99%

Teaching Diplomacy by Other Means: Using an Outside-of-Class Simulation to Teach International Relations Theory

Bridge

Radford

2013

Int Stud Perspect

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In this article, we introduce the online version of the board game Diplomacy as a pedagogical tool to teach about the strengths and limitations of constructivism, liberalism, and realism. Beyond helping students learn about the three paradigms, the game has two additional benefits over traditional role-playing simulations. First, the online nature of the game allows it to take place outside of class, freeing up more class time, and creating fewer opportunity costs for instructors who want to use simulations. Second, Diplomacy allows for a more straightforward method of assessment because it has clear rules that apply equally to all students. Plus, the online version provides a platform that gives instructors better insight into student participation. Using data, we show that students enjoyed the game, saw it as educational, and liked the fact that they played it outside of class. We conclude that online Diplomacy and outside-of-class simulations can be used as helpful tools to teach about international relations.International Studies Perspectives (2014) 15, 423-437.

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Developing and Adapting Simulations through Six points of Variance: An Example of Teaching Applied Game Theory through International Negotiations

Cited by 11 publications

References 11 publications

Simulating conflict resolution dynamics and fostering negotiation skills

Simulating conflict resolution dynamics and fostering negotiation skills

Hybrid Active Learning Situations

Teaching Diplomacy by Other Means: Using an Outside-of-Class Simulation to Teach International Relations Theory

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