Disentangling Perception and Performance: A Natural Experiment on Student Engagement and Learning in Simulations
By Spencer Shanks, University of Kansas
Simulations are increasingly recognized for promoting active learning and student engagement. Yet whether and how simulations facilitate learning, engagement, or both are still subjects of considerable debate. Over three years, we “treated” some sections of an Introduction to International Relations course (N=244) with simulations while other “control” sections participated in debates and discussions. We find students “treated” with the simulations show sustained improvements in academic performance in both iterative (weekly quizzes) and long-term (final exam), controlling for the mode of delivery. These improvements are also found to be robust for both high- and low- performing students in the class.
The Journal of Political Science Education is an intellectually rigorous, path-breaking, agenda-setting journal that publishes the highest quality scholarship on teaching and pedagogical issues in political science. The journal aims to represent the full range of questions, issues and approaches regarding political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, graduate education, and curriculum development.