English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

In civic education and political science classes, simulation games are increasingly recognised as a teaching tool to promote active learning, expecting them to enhance participants’ motivations and to convey transferable knowledge and skills. Furthermore, they have been described as a promising teaching approach with regard to the complex multi-level system of the European Union (EU). Empirical studies have underlined positive effects of simulation games; however, they usually either use purely qualitative or very small- N  quantitative approaches. More systematic studies conducted recently didn’t focus on causes of the measured effects and have lacked depth due to a closed items design. The study presented here uses a mixed-method approach, analysing the effects of simulations of European Parliamentarian decision-making conducted with secondary school classes in Germany on students' political knowledge, motivations and attitudes. In addition to a standardised questionnaire with pre- and post-tests ( N  = 308), qualitative interviews were conducted ( n  = 12). The paper focuses on the relation between participants' conceptual changes and changes in perceived responsiveness of the EU. The results highlight relevant learning effects students experience in EU simulation games that are not yet captured appropriately by questionnaire studies and can stimulate the development of measurement tools for assessing process-oriented learning outcomes more adequately.

What do students learn from political simulation games? A mixed-method approach exploring the relation between conceptual and attitudinal changes