Political Simulations: What We Know, What We Think We Know, and What We Still Need to Know

Abstract

For political scientists looking for creative ways to engage students, simulations might be the answer. The common conception is that because this type of activity offers a unique way to convey information through active learning, student learning will consequently increase. In order to evaluate this claim, we conducted a meta-analysis reviewing relevant simulation articles published in the Journal of Political Science Education from its inception through 2013. This systematic approach examines not just whether simulations prove engaging but, more importantly, whether they are valuable learning tools. We found that the discipline needs to conduct a more rigorous assessment of learning outcomes to move beyond the “Show and Tell” approach to evaluating simulations. Upon reviewing the articles, we are able to identify how a few changes can offer better information about the pedagogical value of simulations.

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