Classroom Simulations and Student Engagement: Evidence from a Two-Wave Survey

• In Event: TLC at APSA: Simulations and Games Track Panel 1: Centering Student Engagement

Abstract

This paper expands upon earlier research by looking for empirical evidence to support existing literature on how simulations affect student outcomes. We focus upon asking whether or not simulations make a difference in actual learning and greater engagement with politics by studying whether participation in classroom and Model United Nations simulations leads to increases in civic attitudes, behaviors, and political literacy. This paper includes a second wave of survey data collected from undergraduate classes and a Model United Nations club.

Authors

• Kelly Siegel-Stechler, Johns Hopkins University

• Gretchen Knudson Gee, Northern Arizona University