Statecraft

Putin and ObamaThere was some discussion at this year’s TLC spent about the pros and cons of different off-the-shelf simulations, including Statecraft. Here is a synopsis of the comments about it, with the usual disclaimers: this review reflects a non-representative sample and I have no financial connections with Statecraft‘s parent company. Previous posts about Statecraft are here, herehere, and here.

Instructors who had used Statecraft liked the way in which its participants experience the complexities of international relations. Students build nation-states from ground up, which illustrates the interconnection of institutions and interests. The entire process is mediated through simulation’s website so instructor does not have to manage play. However, negative outcomes can overwhelm students’ achievements and make them frustrated (which isn’t necessarily a result too far removed from reality). More problematic is the user interface, which doesn’t allow the instructor to see the real-time status of all the teams on a single webpage. Because the instructor has does not have a full picture of what’s happening in the simulation, even if one is wanted, instructors must refer students to the dense Statecraft instruction manual or online customer support in the event of technical questions.

Statecraft favors students who are familiar with gaming, but the gamers find it badly designed while those who are not gamers can get overwhelmed trying to learn the simulation’s rules. If a few students treat Statecraft as a typical game in which they can rampage through a fictional world and disregard the repercussions of their actions, it can ruin the experience for the entire class. Students also often find the newsfeed to be distracting or irrelevant to game-play. Some students simply don’t engage with the simulation or their classmates, something that is always a possibility with team-based exercises.

Statecraft requires a major time commitment whether it is run during class or outside of it. Instructors have to decide whether the costs of Statecraft make it too expensive given the pedagogical outcomes.

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