The learning effects of United Nations simulations in political science classrooms

Julia Leib,Samantha Ruppel

doi:10.1057/s41304-020-00260-3

Julia Leib, Samantha Ruppel

Open Access

https://doi.org/10.1057/s41304-020-00260-3

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Abstract

How do active learning environments—by means of simulations—enhance political science students’ learning outcomes regarding different levels of knowledge? This paper examines different UN simulations in political science courses to demonstrate their pedagogical value and provide empirical evidence for their effectiveness regarding three levels of knowledge (factual, procedural and soft skills). Despite comprehensive theoretical claims about the positive effects of active learning environments on learning outcomes, substantial empirical evidence is limited. Here, we focus on simulations to systematically test previous claims and demonstrate their pedagogical value. Model United Nations (MUNs) have been a popular teaching device in political science. To gain comprehensive data about the active learning effects of MUNs, we collect data and evaluate three simulations covering the whole range of simulation characteristics: a short in-class simulation of the UN Security Council, a regional MUN with different committees being simulated, and two delegations to the National Model United Nations, for which the students prepare for 1 year. Comparative results prove that simulations need to address certain characteristics in order to produce extensive learning outcomes. Only comprehensive simulations are able to achieve all envisioned learning outcomes regarding factual and procedural knowledge about the UN and soft skills.

Highlights

There is considerable support for the argument that active learning techniques promote students learning outcomes better than traditional “passive” approaches
In order to examine a potential increase in factual knowledge of the participants before and after the simulation, we asked them how resolutions are passed in the Security Council and gave the students three different answer options
Believing in the potentials and benefits of simulation games, this paper aimed to contribute to filling the research gap in quantitative studies regarding the learning outcomes of students participating in United Nations (UN) simulations

Summary

Introduction

There is considerable support for the argument that active learning techniques promote students learning outcomes better than traditional “passive” approaches. We define learning outcomes broadly as “what a learner knows or can do as a result of learning” (Otter 1992: i) and follow Allan (1996) in differentiating generic academic outcomes such as factual and procedural knowledge about the UN and key transferrable skills. They may have been taught directly or they may have been learned as a consequence of the student’s involvement in the MUN learning experience. The following research question will guide our discussion: Can active learning environments – by means of simulations – enhance political science students’ learning outcomes on different levels of knowledge?

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