General Information
Substantial empirical evidence indicates simulations, games, and role playing assignments enhance the classroom experience for both student and instructor (Michael 2006; Poling and Hupp 2009; Silvia 2010; Yoder and Hochevar 2005). The most effective simulations and games support larger course objectives and have a direct link to course material. Simulations and role playing exercises promote the application of knowledge, enhance critical thinking and problem solving skills, and develop in students a deeper understanding of complex decision making processes (Wunische 2019).
Simulations, games, and role playing assignments allow instructors to vary the classroom experience and provide students with different learning styles an opportunity to succeed (Asal and Blake 2006; Blumberg 2008; Hertel and Millis 2002; Glazier 2011; Wedig 2010). Others, however, are skeptical of the value of these types of active learning exercises (Faria and Wellington 2004; Killian and Brandon 2009; Powner and Allendoerfer 2008). Class time and preparation are two costs associated with these learning tools.
Active Learning in Political Science (ALPS) blog
The ALPS blog is designed to help educators build a repertoire of games and activities that they can use in their courses with a minimum of fuss, exchange information on active learning techniques, and promote the use of effective pedagogies in the political science classroom.
Created by Simon Usherwood, University of Surrey, this website is a resource for those looking to use simulation games in their teaching, with a combination of theoretical and practical information.
Articles, Books, and Conference Papers
Archer, Candace C., and Melissa K. Miller. 2011. “Prioritizing Active Learning: An Exploration of Gateway Courses in Political Science.” PS: Political Science and Politics 44(2): 429-34. Abstract
Asal, Victor, and Elizabeth L. Blake. 2006. “Creating Simulations for Political Science Education.” Journal of Political Science Education 2(1): 1-18. Abstract
Asal, Victor, et al. 2013. “Editors' Introduction to the Thematic Issue: Bringing Interactive Simulations into the Political Science Classroom.” Journal of Political Science Education 9(2): 129-31.
Asal, Victor. 2012. "Active Learning Approaches to Teaching about Identity Salience." Paper presented at the APSA Teaching and Learning Conference, Washington, DC, February 17-19. Contact
Asal, Victor, Nakissa Jahabani, Donnett Lee, and Jiacheng Ren. 2018. "Mini-Games for Teaching Political Science Methodology." PS: Political Science and Politics 51(4): 838-841. Abstract
Balleck, Barry J. and Darin H. Van Tassell. 2004. “Making the World More Relevant for Students: Role Playing Exercises for the Classroom.” Politics and Policy 32(2): 345-381. Abstract
Baranowski, Michael K., and Kimberly A. Weir. 2015. "Political Simulations: What We Know, What We Think We Know, and What We Still Need to Know." Journal of Political Science Education 11(4): 391-403. Abstract
Baranowski, Michael K., and Kimberly Weir. 2012. “Power and Politics in the Classroom: The Effect of Student Roles in Simulations.” Journal of Political Science Education 6(3): 217-26. Abstract
Bernstein, Jeffrey L., Sarah Scheerhorn, and Sara Ritter. 2002. “Using Simulations and Collaborative Teaching to Enhance Introductory Courses.” College Teaching 50(1): 9-12. Abstract
Blumberg, Phyllis. 2008. Developing Lerner-Centered Teaching: A Practical Guide for Faculty. Indianapolis, IN: Jossey-Bass.
Brademeier, Mary E. and Cathy Stein Greenblat. 1981. “The Educational Effectiveness of Simulation Games.” Simulation & Games. 12(3): 307-332. Abstract
Brock, Kathy L., and Beverly J. Cameron. 1999. “Enlivening Political Science Courses with Kolb's Learning Preference Model.” PS: Political Science and Politics 32(2): 251-6. Abstract
Bromley, Pam. 2013. “Active Learning Strategies for Diverse Learning Styles: Simulations are Only One Method.” PS: Political Science and Politics 46(4): 818-22. Abstract
Brooker, Russell G. 1988. “Truth as a Variable: Teaching Political Strategy with Simulation Games.” Simulation and Gaming 19(1): 43-58. Abstract
Chin, Jeffrey, Richard Dukes, and William Gamson. 2009. “Assessment in Simulation and Gaming: A Review of the Last 40 Years.” Simulation and Gaming 40(4): 553-568. AbstractCohen, Bernard C. 1962. “Political Gaming in the Classroom.” The Journal of Politics 24(2): 367-81. Abstract
Cohen, Mel. 1991. “Making Class Participation a Reality.” PS: Political Science and Politics 24(2): 699-703. Abstract
Csajko, Karen and Kara Lindaman. 2011. “Practice Makes Perfect: Engaging Student-Citizens in Politics through Theory and Practice.” Journal of Political Science Education 7(1): 65-78. Abstract
de Freitas, Sara I. de. 2006. “Using Games and Simulations for Supporting Learning.” Learning, Media and Technology 31(4): 343-358.
Dodge, Dorothy R. 1983. “Domestic Politics Games and Simulations: An Evaluation.” The Guide to Simulations/Games for Education and Training. Sage Publications.
Dolvin, Steven D., and Mark K. Pyles. 2011. “The Influence of Simulation Performance on Student Interest.” Journal of Economics and Economic Education Research 12(3): 35-48. Abstract
Dorn, Dean S. 1989. “Simulation Games: One More Tool on the Pedagogical Shelf.” Teaching Sociology 17(1): 1-18. Abstract
Druliolle, Vincent. 2017. "There is No Debriefing Without Prior Briefing: Writing a Briefing Memo as a Preparatory Activity to Make the Most of the Pedagogical Potential of Simulations." Journal of Political Science Education 13(3): 355-363. Abstract
Fischer, Beth A. 2019. "Fact or Fiction? Designing Stories for Active Learning Exercises." Journal of Political Science Education 15(2): 179-190. Abstract
Fowler, Michael R. 2009. “Culture and Negotiation: The Pedagogical Dispute Regarding Cross-Cultural Simulations.” International Studies Perspectives 10(3): 341-359. Abstract
Frederking, Brian. 2005. “Simulations and Student Learning.” Journal of Political Science Education 1(3): 385-393. Abstract
Glasgow, Sara M. 2012. “Stimulating Learning by Simulating Politics: Teaching Simulation Design in the Undergraduate Context.” International Studies Perspectives 1-13. Abstract
Glazier, Rebecca A. 2011. “Running Simulations without Ruining Your Life: Simple Ways to Incorporate Active Learning into Your Teaching.” Journal of Political Science Education 7(4): 375-393. Abstract
Grant, J. Tobin. 2004. Playing Politics. W.W. Norton. Abstract
Hendrickson, Petra. 2019. "Effect of Active Learning Techniques on Student Excitement, Interest, and Self-Efficacy." Journal of Political Science Education DOI
Hensley, Thomas R., and Maureen Oakley. 1998. “The Challenge of the Large Lecture Class: Making it More Like a Small Seminar.” PS: Political Science and Politics 31(1): 47-51.
Hertel, John P., and Barbara Millis. 2002. Using Simulations to Promote Learning in Higher Education. Sterling, VA: Stylus.
Holtzman, Richard. 2019. "Mapping Policy Issues: A Simple, Active-Learning Exercise for Critical Thinking." PS: Political Science and Politics 52(4): 754-756. Abstract
Huerta, Juan Carlos. 2007. “Getting Active in the Large Lecture.” Journal of Political Science Education 3(3): 251-64. Abstract
Hunt, Kate. 2018. "Zombies, Gender, and Student Active Learning." Journal of Political Science Education 15(1): 49-63. Abstract
Jackson, Steven F. 2013. “Political Simulations Using Excel.” Journal of Political Science Education 9(2): 209-221. Abstract
Jenkins, Shannon. 2010. “Service Learning and Simulations.” PS: Political Science and Politics 43(3): 541-545. Abstract
Kahn, Melvin and Kathleen Perez. 2009. “The Game of Politics Simulation: An Exploratory Study.” Journal of Political Science Education 5(4): 332-349. Abstract
Killian, L.J., and Brandon, C.D. 2009. “Using the Significant Learning Taxonomy and Active Learning to Improve Accounting Education.” Journal of Faculty Development 23(3): 30-36. Abstract
Kollars, Nina A. 2012. "The Archeologist's Quandry." Paper presented at the APSA Teaching and Learning Conference, Washington, DC, February 17-19. Contact
Lane, David C. 1995. “On a Resurgence of Management Simulations and Games.” The Journal of the Operational Research Society 46(5): 604-25. Abstract
Levin-Banchik, Luba. 2018. "Assessing Knowledge Retention, With and Without Simulations." Journal of Political Science Education 14(3): 341-359. Abstract
McCarthy, J. Patrick, and Liam Anderson. 2000. “Active Learning Techniques versus Traditional Teaching Styles: Two Experiments from History and Political Science.” Innovative Higher Education 24(4): 279-94. Abstract
McMillan, Samuel Lucas. 2014. "Bravo for Brevity: Using Short Paper Assignments in International Relations Classes." International Studies Perspectives 15(1): 109-120. Abstract
Michael, Joel. 2006. “Where’s the Evidence that Active Learning Works?” Advances in Physiology Education 30(4): 159-167. Abstract
Mitchell, Gordon R. 2000. “Simulated Public Argument as a Pedagogical Play on Words.” Argumentation and Advocacy 36(3): 134-51.
Omelicheva, Mariya, and Olga Avdeyeva. 2008. “Teaching with Lecture or Debate? Testing the Effectiveness of Traditional Versus Active Learning Methods of Instructions.” PS: Political Science and Politics 41(3): 603-607. Abstract
Poling, D.A., and Hupp, J.M. 2009. “Active Learning through Role-Playing.” College Teaching 57(4): 221-226. Abstract
Powner, Leanne C., and Michelle G. Allendoerfer. 2008. “Evaluating Hypotheses about Active Learning.” International Studies Perspectives 9(1): 75-89. Abstract
Raines, Susan Summers. 2003. “The Potential Perils of Slack (not Pack) Pedagogy: A Response to J. Martin Rochester’s Remarks about Active Learning Strategies.” International Studies Perspectives 4(4): 432-435. Abstract
Raymond, Chad. 2012.“Do Role-Playing Simulations Generate Measureable and Meaningful Outcomes? A Simulation's Effect on Exam Scores and Teaching Evaluations.” International Studies Perspectives 11(1): 51-60. Abstract
Raymond, Chad. 2012. “Missing the Trees for the Forest?: Learning Environments Versus Learning Techniques in Simulations.” Journal of Political Science Education 4(3): 69-84. Abstract
Raymond, Chad, and Simon Usherwood. 2013. “Assessment in Simulations.” Journal of Political Science Education 9(2): 157-167. Abstract
Reuben, Brent D. 1999. “Simulations, Games and Experience-Based Learning: The Quest for a New Paradigm for Teaching and Learning.” Simulation and Gaming 30(4):498-505. Abstract
Rochester, J. Martin. 2003. “The Potential Perils of Pack Pedagogy, or Why International Studies Educators Should be Gun-Shy of Adopting Active and Cooperative Learning Strategies.” International Studies Perspectives 4(1): 432-435. Abstract
Ross, Jon. 2012. “Political Theater? The Value of Improvisation and Game-Playing.” Paper presented at the APSA Teaching and Learning Conference, Washington, D.C., February 17-19. Abstract
Sasley, Brent E. 2010. “Teaching Students How to Fail: Simulations as Tools of Explanation.” International Studies Perspectives 11(1): 61-74. Abstract
Silvia, Chris. 2012. “The Impact of Simulations on Higher-Level Learning.” Journal of Public Affairs Education 18(2): 397-422. Abstract
Smith, Elizabeth T., and Mark A. Boyer. 1996. “Designing in-Class Simulations.” PS: Political Science and Politics 29(4): 690-4. Abstract
Stoil, Michael J. and James P. Lester. 1979. “Teaching Goals and Simulation Formats: A Typology.” Teaching Political Science 6(2): 151-165. Abstract
Sunderland, Sheri, Jonathan C. Rothermel and Adam Lusk. 2009. “Making Movies Active: Lessons from Simulations.” PS: Political Science & Politics 42(3): 543-547. Abstract
Usherwood, Simon. 2009. “Grounding Simulations in Reality: A Case Study from an Undergraduate Politics Degree.” On the Horizon 17(4): 296-302. Abstract
Wedig, Timothy. 2010. “Getting the most from Classroom Simulations: Strategies for Maximizing Learning Outcomes.” PS: Political Science and Politics 43(3): 547-55. Abstract
Werning Rivera, Sharon and Janet Thomas Simons. 2008. “Engaging Students through Extended Simulations.” Journal of Political Science Education 4(3): 298-316. Abstract
Williams, Michelle Hale. 2015. "Using Simulations in Linked Courses to Foster Student Understanding of Complex Political Institutions." Journal of Political Science Education 11(3): 332-346. Abstract
Woessner, Matthew, Kathleen H. Winters, and Kyle C. Kopko. 2017. "Bridge Over the River Qua: Using Simulations to Span the Divide Between PreLaw and Political Science Students." Journal of Political Science Education 13(2): 225-238. Abstract
Wunische, Adam. 2019. "Lecture Versus Simulation: Testing the Long-Term Effects." Journal of Political Science Education 15(1): 37-48. Abstract
Yoder, Janice D., and Catherine M. Hochevar. 2005. “Encouraging Active Learning Can Improve Students' Performance on Examinations.” Teaching of Psychology 32: 91-5. Abstract
