Journal of Interactive Learning Research Volume 27, Number 3, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Integrating interactive learning activities into undergraduate courses is one method for increasing student interest, engagement, and skills development. Online simulation games in particular offer students the unique applied opportunity to "learn by doing" in a virtual space to further their overall knowledge base and critical thinking skills. This article examines users' experiences with Statecraft, an online simulation game, in an introductory International Relations course at a regional university. Positive student feedback and successful performances on assessments suggests that using this type of technology has benefits for select student learning outcomes provided the game is used in conjunction with traditional teaching and assessment strategies such as lectures, classroom discussions, quizzes, and writing assignments.
Epley, J. & Epley, J. (2016). Learning by Doing: Using an Online Simulation Game in an International Relations Course. Journal of Interactive Learning Research, 27(3), 201-218. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2019 from https://www.learntechlib.org/primary/p/150990/.
- Association of American Colleges and Universities (AAC& U). (2010). Critical Thinking VAlUe rubric. Retrieved May 21, 2014 from http://www.aacu.org/value/rubrics/pdf/CriticalThinking.pdf
- Association of American Colleges and Universities (AAC& U). (2014). High-impact educational practices. Retrieved May 21, 2014 from http://www.aacu.org/leap/hip.cfm
- Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San francisco, CA: Jossey-Bass.
- Dede, C.J. (1991). Emerging Technologies: impacts on Distance learning. Annals of the American Academy of Political and Social Science, 514(Mar.), 146-158.
- EpleyKuh, G.D. (2008). Part 1: High-impact educational practices– A Brief Overview. In High-impact educational practices: What They Are, Who Has Access to Them, and Why They Matter. Retrieved May 22, 2014 from http://leap.aacu.org/toolkit/wp-content/files_mf/hips_slos_and_data.pdf
- Statecraft. (2013). Overview. Retrieved May 15, 2014 from http://www.statecraftsim.com/overview/
- Stewart, A.C., Williams, J., Smith-Gratto, K., Black, S.S., & Kane, B.T. (2011). Examining the impact of pedagogy on Student Application of learning: Acquiring, Sharing, and Using Knowledge for Organizational Decision Making. Decision Sciences Journal of Innovative Education, 9(1), 3-26.
- Wedig, T. (2010). Getting the Most from Classroom Simulations: Strategies for Maximizing learning Outcomes. PS: Political Science and Politics, 43(3), 547-555.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.