The Effects of Political Simulations on Student’s Ideological Positions

• In Event: Inside the Classroom: Inclusiveness, Efficacy, and Ideology

Abstract

The scholarship on teaching and learning has established the benefits of political simulations and active learning, more broadly, for retention of course materials (Smith and Boyer 1996) and interest in the subject matter (Clark, et al 2016). Few efforts seek to examine other educational or personal effects of participating in such activities. This paper examines the potential effects of participating in simulations on political ideology. Many simulations require students to play the role of actual leaders, often leaders of a different ideological persuasion than the student. In this capacity, students must consider and actively advocate for the values held by that individual. Such an experience has the potential to influence the ideological convictions of students, as they learn about and possibly develop some empathy for other ideological positions. To investigate this possibility, we rely on pre- and post-surveys of students participating in the Mid-Atlantic Model European Union. The findings suggest that participation in the survey slightly influences a student’s left/right ideological position and more substantially influences their positions on the European Union.

Authors

• Nicholas J. Clark, Susquehanna University

• John A. Scherpereel, James Madison University