Exploring the Impacts of Educational Simulations on the Development of 21st Century Skills and Sense of Self-Efficacy

Autor/inn/en	Kensicki, Anna Evelyn; Harlow, John; Akhilandeswari, Janani; Peacock, Sean; Cohen, Jedd; Weissman, Ross; Gordon, Eric
Titel	Exploring the Impacts of Educational Simulations on the Development of 21st Century Skills and Sense of Self-Efficacy
Quelle	In: Journal of Political Science Education, 18 (2022) 4, S.635-651 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peacock, Sean)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2022.2080071
Schlagwörter	Simulation; Teaching Methods; Skill Development; 21st Century Skills; Self Efficacy; High School Students; College Students; International Relations; Political Science; Role Playing; Foreign Countries; United States; United Kingdom + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Self-efficacy; Selbstwirksamkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Internationale Beziehungen; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Rollenspiel; Ausland; USA; Großbritannien
Abstract	The study of educational simulations at the secondary level has typically centered on programs that are competitive, shorter in duration, and characterized by their low fidelity, or a lack of realism. The resources required to hold longer, more immersive, and nuanced programs are often prohibitive for teachers of political science programs. As such, their effects on student learning outcomes have remained relatively unknown. In this paper, we explore the impact of a Model G20 (MG20) curriculum for high school and early college-aged students on students' sense of self-efficacy and 21st century skills. MG20 is a weeklong, immersive international conference modeled after the real G20 summit. In it, students learn about global governance and roleplay as heads of state and government ministers to negotiate for their collective interests. Using a mixed methods approach, we examine student learning outcomes from two MG20 summits, held in the United States and in the UK. Results show that internationally diverse, immersive, collaborative role-playing simulations significantly improve students' self-ascribed cross-cultural communication and public speaking skills, as well as students' sense self-efficacy. This research suggests future study into new and emerging formats of educational simulations may reveal greater potential for such programs to enhance student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01