Creating Simulations: Pseudo-Reality and Learning Environments

Autor/inn/en	Kempston, Tanya; Thomas, Nicholas
Titel	Creating Simulations: Pseudo-Reality and Learning Environments
Quelle	In: Journal of Political Science Education, 17 (2021) 2, S.253-268 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Nicholas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2019.1616550
Schlagwörter	Simulation; Educational Environment; Role Playing; Nonprint Media; Teaching Methods; Instructional Effectiveness; International Relations; Capstone Experiences; Graduate Students; Student Attitudes; Active Learning; Technology Integration; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rollenspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Internationale Beziehungen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Aktives Lernen; Ausland; Hongkong
Abstract	To develop a simulation is to construct a new reality, one where students can safely engage with the course materials, so as to achieve the intended learning outcomes. While there are a wide range of studies that review the utility of simulations in the classroom, the construction of the alternate reality--the pseudo-reality--is a less discussed topic. However, we argue that the mechanics by which the pseudo-reality is constructed, its modalities and its limitations must be considered for a simulation to be successfully implemented. The aim of this article is to analyze how such inputs can shape the efficacy of the simulation. Based on an exercise at the postgraduate level, we discuss how best to construct a pseudo-real environment using realia and consider possible limitations of this technique. Student feedback highlights the key findings, providing a link between the aims of the exercise and the learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01