Document Type
Article
Abstract
Role-playing simulations are frequently claimed to be effective pedagogical tools in the teaching of international relations; however, there is a surprising lack of empirical evidence on their classroom utility. The assessment of simulations remains mostly anecdotal, and some recent research has found little to no statistically significant improvements in quantitative measures of academic performance among students who participated in them (e.g,, Krain and Lantis 2006; Powner and Allendoerfer 2008). Scant research has been conducted on how role-playing simulations might affect students’ perceptions of the instructor’s teaching. This paper investigates whether a simulation had statistically significant effect on students’ exam scores in an international relations course or on student teaching evaluation scores.
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Comments
Published in: International Studies Perspectives, (2010), Vol. 11 Issue 1, p51-60,