Does Statecraft Improve Student Learning Outcomes? A Controlled Comparison

Autor/in	Cox, Eric
Titel	Does Statecraft Improve Student Learning Outcomes? A Controlled Comparison
Quelle	In: Journal of Political Science Education, 17 (2021) 3, S.406-417 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2019.1667812
Schlagwörter	Educational Games; Foreign Policy; International Relations; Political Science; Teaching Methods; Comparative Analysis; Introductory Courses; Lecture Method; Computer Software; Predictor Variables; Academic Achievement; Grade Point Average; Computer Simulation; Computer Games; Tests; Student Attitudes; Research Papers (Students); Active Learning; Outcomes of Education; Undergraduate Students + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Außenpolitik; Internationale Beziehungen; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Prädiktor; Schulleistung; Computergrafik; Computersimulation; Computer game; Computerspiel; Computerspiele; Examination; Prüfung; Examen; Schülerverhalten; Aktives Lernen; Lernleistung; Schulerfolg
Abstract	This paper presents results from a comparative analysis of two sections of Introduction to International Politics, one of which used a traditional research paper as a supplemental assignment and one that used the Statecraft online simulation. Both sections were taught during the same semester and used common lecture notes, PowerPoint slides, exam reviews, and exams. The only difference was the nature of the supplemental assignment. The paper finds that the best predictor of student performance on exams is a student's GPA prior to taking the class. At the same time, the evidence suggests that time dedicated to the online simulation in class may have led to worse performance on at least one exam. Finally, the paper finds that students did enjoy the Statecraft simulation and generally believed that it was preferable to a traditional research paper in spite of its representing additional work relative to the more traditional research paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01