War and Peace in International Relations Theory: A Classroom Simulation

Sears, Nathan Alexander

doi:10.1080/15512169.2017.1403436

Cited by 10 publications

(4 citation statements)

References 41 publications

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“…The projects promoted positive interdependence among students (Zeff 2003). These results confirm the findings of previous research on the benefits of active-learning strategies (Johnson and Johnson 2009;Ruben 1999;Sears 2018). At the end of the semester, a survey and personal interviews were conducted.…”

Section: Marxism/ Realismsupporting

confidence: 84%

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Learning by Creating: Making Games in a Political Science Course

Shin

2020

APSC

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This article describes a project-based course titled “International Relations and Games” in which students were required to create game rules and scenarios using IR concepts, theories, approaches, and topics. Although students learned through participation in games and simulations in previous classes, they acquired further knowledge by developing their own games—a case of “learning by creating.” The course was designed with expectations that (1) game-creation activities would facilitate peer-based and self-directed learning; (2) it would help improve students’ creativity; and (3) it would enable students to understand the importance and utility of discipline in the world beyond their classroom. Students conducted three game-creation projects in the semester. Based on the instructor’s observations, student surveys, and personal-interview results, it is concluded that all three expectations were met—especially that students felt as if they were leading the class.

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Section: Marxism/ Realismsupporting

confidence: 84%

“…Games also are a useful way to illustrate how theories work and how they might apply to real-world settings (Asal 2005, 360). It is important for instructors to create game or simulation rules that precisely reflect the theories or reality they want to emphasize (Asal et al 2018;Mendenhall and Tutunji 2018;Sears 2018).…”

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confidence: 99%

Learning by Creating: Making Games in a Political Science Course

Shin

2020

APSC

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“…Most serious games are based on simplified models of a real-or potentially real-situation (a "scenario"), which enable participants to gain firsthand experience in making decisions and interacting with other actors in a dynamic environment [8]. While games are not usually meant to be predictive, they offer opportunities for participants to think about issues in contexts that can be conducive to, inter alia, identifying and thinking critically about assumptions, generating new ideas and insights, knowledge exchange and discussion, and 'experiential learning' [8]. There are a variety of game types, ranging from games with rigid rules and procedures and/or high-degrees of complexity in technical details (often hosted on computer systems), through to those with more flexible structures and lower complexity (e.g.…”

Section: Serious Gamesmentioning

confidence: 99%

Serious games for serious crises: reflections from an infectious disease outbreak matrix game

et al. 2020

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Background: While there is widespread recognition of global health failures when it comes to infectious disease outbreaks, there is little discussion on how policy-makers and global health organizations can learn to better prepare and respond. Serious games provide an underutilized tool to promote learning and innovation around global health crises. In order to explore the potential of Serious Games as a policy learning tool, Global Affairs Canada, in collaboration with the Department of National Defense and academic partners, developed and implemented a matrix game aimed at prompting critical reflection and gender-based analysis on infectious disease outbreak preparedness and response. This commentary, written by the core development team, reflects on the process and outcomes of the gaming exercise, which we believe will be of interest to others hoping to promote innovative thinking and learning around global health policy and crisis response, as well as the application of serious games more broadly. Main body: Participants reported, through discussions and a post-game survey, that they felt the game was reflective of real-world decision-making and priority-setting challenges during a crisis. They reflected on the challenges that emerge around global health co-operation and outbreak preparedness, particularly noting the importance of learning to work with private actors. While participants only sporadically applied gender-based analysis or considered the social determinants of health during the game, post-game discussions led to reflection on the ways in which equity concerns are put aside during a crisis scenario and on why this happens, offering critical learning opportunities. Conclusion: Matrix games provide opportunities for policy-makers and health professionals to experience the challenges of global health co-operation, test ideas and explore how biases, such as those around gender, influence policy-making and implementation. Due to their flexibility, adaptability and accessibility, serious games offer a potentially powerful learning tool for global health policy-makers and practitioners.

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“…Students learn through the experience of actively participating in scenarios that require them to act as representatives and/or delegations of United Nations member countries [13]. MUN facilitates student learning in three stages: optimizing individual growth in an open forum, promoting academic persuasion skills through working papers, and refining real concern through draft resolution [13,14]. DOI 10.18502/kss.v9i13.16081 ICMScE Moreover, MUN enhances academic or social dedication and engagement and significantly improves student intellectual skills, such as critical thinking, teamwork, problemsolving, effective communication, personal growth, and knowledge application [15,16].…”

Section: Introductionmentioning

confidence: 99%

Adopting Model United Nations (MUN) in Discussion Method in Learning Environmental Pollution: D-MUN Method

Mubarokah,

Anggraini,

Riandi

et al. 2024

KSS

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In the classroom, the discussion method has objectives to train the students with several skills, such as assertiveness when arguing with opposing ideas, the ability to brainstorm, groupthink, and improved communication with their peers. However, implementing the discussion method requires more preparation to run well. Improper organization of class discussion leads to no clear point or lesson learned that is explicitly stated after class discussion. Students’ participation becomes difficult to monitor whether all students contribute during the class discussion. They only talk when being pointed out by the teacher, and they will not speak if they do not have something to say. Science teachers’ experiences in conducting discussion methods were gathered before the study. Using the results from the preliminary survey, a conceptual framework of the discussion method by adapting Model United Nations (MUN), thus the so-called D-MUN METHOD, in learning about environmental pollution was developed. By adapting the structure of the discussion used in MUN to the classroom while learning science topics, the discussion in class becomes more engaging and increases students’ active participation and clarity of key concepts. The issues that become the topic of discussion should be relevant to the science content and include ill-structured problems. Therefore, the D-MUN METHOD will encourage students to present their solutions, which depends on their point of view (assigned as a specific country/region representative), and, in the end, come together to produce the best resolution. Keywords: Model United Nations (MUN), discussion method, environmental pollution, D-MUN method

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War and Peace in International Relations Theory: A Classroom Simulation

Cited by 10 publications

References 41 publications

Learning by Creating: Making Games in a Political Science Course

Learning by Creating: Making Games in a Political Science Course

Serious games for serious crises: reflections from an infectious disease outbreak matrix game

Adopting Model United Nations (MUN) in Discussion Method in Learning Environmental Pollution: D-MUN Method

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