The Long Game: Five Years of Simulating the Middle East

Autor/inn/en	Hardy, Mat; Totman, Sally
Titel	The Long Game: Five Years of Simulating the Middle East
Quelle	In: Australasian Journal of Educational Technology, 33 (2017) 4, S.38-52 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
DOI	10.14742/ajet.2696
Schlagwörter	Computer Simulation; Role Playing; Simulated Environment; Student Attitudes; Political Issues; Student Satisfaction; Learner Engagement; Teaching Methods; Educational Technology; Technology Uses in Education; International Relations; Undergraduate Study; Student Surveys; Questionnaires; Time Factors (Learning); Social Studies; Essay Tests + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Rollenspiel; Künstliche Umwelt; Schülerverhalten; Politischer Faktor; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Internationale Beziehungen; Grundstudium; Schülerbefragung; Fragebogen; Gemeinschaftskunde; Schriftlicher Sprachgebrauch
Abstract	Scholarly literature attesting to the benefits of role play in teaching international relations or political science subjects is abundant and universally positive. However, despite many case studies presenting snapshots of single examples, long term data concerning a role play exercise is difficult to find. This study presents student feedback data gathered from 10 iterations of the Middle East politics simulation carried out over 5 years from 2011-15. The data obtained from over 600 respondents establishes very clear trends in terms of satisfaction, engagement, and workload. The findings demonstrate that students can be significantly engaged in the subject matter through role plays and that they value these opportunities and the learning that ensues, even though it may represent more work than they are used to allotting to traditional assignments. The results show that year after year, successive student cohorts have made a clear judgement that extra work is worthwhile when it pays off against their perceived learning. The inference can also be drawn that they do not see this same pay off when completing essay type assignments. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01