Abstract
This essay contributes to the growing literature on the benefits of using in-class simulations. We find that the use of a simulation in an urban politics class improved student achievement and understanding of theoretical concepts across a range of measures regardless of student GPA or major status. Special care was taken to ensure the simulation experience covered each discrete stage: preparation, interaction, and debriefing. While no absolute claim is made as to the relative importance of each stage compared to the others, clear evidence emerged regarding the pedagogical effectiveness of the simulation as a total experience.
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