Role Identification and Game Structure: Effects on Political Attitudes. [Report No.: R-134

Autor/inn/en	Livingston, Samuel A.; Kidder, Steven J.
Institution	Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.
Titel	Role Identification and Game Structure: Effects on Political Attitudes. [Report No.: R-134
Quelle	(1972), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Democracy; Educational Games; Educational Research; Game Theory; Political Attitudes; Political Influences; Political Power; Political Science; Politics; Role Playing; Secondary Education; Simulation; Teaching Methods + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Demokratie; Educational game; Lernspiel; Bildungsforschung; Pädagogische Forschung; Spieltheorie; Political attitude; Politische Einstellung; Political influence; Politischer Einfluss; Politische Macht; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Politik; Rollenspiel; Sekundarbereich; Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The research study measures changes in political attitudes of high school students after playing the game "Democracy." The primary purpose of the experiment was to determine if role identification and game structure are primarily responsible for the effects of the game upon the player's attitudes. The player takes the role of a congressman who discovers that he must engage in "log-rolling", acceptance of which is the main dependent variable measured in the study. Three other variables investigated are the student's subjective estimate of the prevalence of log-rolling in congress, his political efficacy, and his intention to participate in the political process. One control and four experimental treatments were employed for this study. The scores show that: 1) both game structure and role identification contribute to the effectiveness of the game in changing student attitudes toward acceptance of log-rolling; 2) students think a great deal of log-rolling occurs; 3) student political efficacy decreased slightly after playing the game; and 4) student intention to participate in the political process was not significantly affected. The results have implications for curriculum designers concerned about the impact of materials on student attitudes. (SJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01