Ideologies and Competition: Student Reflections on Their Statecraft Experience

Autor/inn/en	Kaftan, Joanna; Linantud, John
Titel	Ideologies and Competition: Student Reflections on Their Statecraft Experience
Quelle	In: Journal of Political Science Education, 17 (2021), S.169-184 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2020.1777145
Schlagwörter	Foreign Policy; Student Attitudes; International Relations; Political Science; Computer Simulation; Folk Culture; Outcomes of Education; Course Content; Ideology; Political Attitudes; Undergraduate Students; Content Analysis; Attitude Change; Success; Failure; Active Learning; Educational Games; Teaching Methods; Essays; Integrated Learning Systems + Suchen Sie Ihr Suchwort? Außenpolitik; Schülerverhalten; Internationale Beziehungen; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Computergrafik; Computersimulation; Lernleistung; Schulerfolg; Kursprogramm; Ideologie; Political attitude; Politische Einstellung; Inhaltsanalyse; Attitudinal change; Einstellungsänderung; Erfolg; Aktives Lernen; Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Essay; Aufsatzunterricht
Abstract	This article utilizes the online world politics simulation Statecraft to examine how students perceive the influence of simulations on their political ideologies as well as their expectations about behavior and outcomes within the constraints of a virtual world. This paper does not evaluate learning outcomes or student understanding of class content. The research method relies on the content analysis of one hundred and ninety-five papers collected from students enrolled in ten sections of a coauthor's courses. The papers reveal that students may begin the simulation with different expectations. Some approach it as a game while others use it as a way to test their ideological goals and values. Students make definitive connections between their initial political ideologies (folk realism or folk idealism) and their initial strategies within the simulation as well as how their ideological positions change over time as a response to events within the simulation. In addition, they justify their actions based on their political ideology and final outcome-success or failure. This is true even though most students are aware, at least in part, of a number of procedural restrictions inherent in the simulation. Recommendations for monitoring during and debriefing after the simulation are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01