Literaturnachweis - Detailanzeige
| Autor/inn/en | Nishikawa, Katsuo A.; Jaeger, Joseph |
|---|---|
| Titel | A Computer Simulation Comparing the Incentive Structures of Dictatorships and Democracies |
| Quelle | In: Journal of Political Science Education, 7 (2011) 2, S.135-142 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1551-2169 |
| Schlagwörter | Computer Simulation; Educational Games; Political Science; Incentives; Democracy; Authoritarianism; Computer Assisted Instruction; Active Learning; Conventional Instruction; Instructional Effectiveness; Undergraduate Students |
| Abstract | The draw of simulations is that by replicating a simplified version of reality they can illustrate the repercussions that individual choices create. Students can play the role of a judge, an ambassador, or a parliamentarian and can experience first hand how their decisions play out. As a discipline, we assume that such practices are an improvement over textbook-based lectures. However, sometimes the difficulty implicit in designing and implementing large-scale or semester-long simulations can be a tangible drawback to their adoption. This article discusses the use of simple, small-scale computer-based simulations or games and argues that they can be used as an uncomplicated way of implementing active learning goals. The authors argue that small-scale simulations can be used as a discreet, one-time game that assists student comprehension of complex theoretical concepts. In order to assess the effectiveness of the simulation, the authors conducted a randomized experiment where participants were assigned to a traditional classroom lecture or a class using a computer game simulation. Student performance was evaluated by a posttest and a delayed posttest. Results show strong evidence that epigrammatic simulations are as effective as traditional classroom lectures in the short run and produce better concept retention in the long run. (Contains 1 figure, 2 tables, and 3 notes.) (As Provided). |
| Anmerkungen | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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