South China Sea Simulation: Part 3

One last post about the South China Sea simulation that I used in my Asia course last semester.  Previous posts are here and here.

Students found it much easier to accomplish different objectives than I thought they would, and as a result I set the rewards too high. Several students managed to earn 200 points in a course with a 1,500-point grading scale.

The most beneficial aspect of the simulation for me, the instructor, was using the debriefing as an iterative design tool. I asked, both in class and in a writing assignment, how well the simulation reflected contemporary relations between countries with competing claims to the South China Sea. Students provided me with a lot of excellent feedback about how to improve the simulation for the future:

  • Clarification about which country had claims to what islands. A table would suffice for this.
  • Students write something about the country to which they are assigned and in the process research the history behind the territorial claims. This would be an easy preparatory assignment to develop — each student writes some sort of memo or position paper, then each team collaborates on a single version, which is circulated among the other teams or presented to the class orally.
  • Account for the relative military and economic strength of each country, and include rewards for trade agreements rather than just for treaties about territorial claims. More difficult to pull off, but possible.
  • Create a more formal environment and employ a moderator for discussion among participants.
  • Better incorporate nationalistic sentiments of the actors — something I mentioned in my last post. Don’t really know how to do this, but . . .

Students thought the simulation ought to last the entire semester, with roles assigned at the beginning of the course. This would enable me to replace the Visualizing Cultures presentations, which suffered from a small class size and students’ inability to deliver interactive presentations, with a sequence of preparatory assignments, negotiation sessions, or both. Engagement with the topic over a longer period of time might result in greater learning. It might also cause students to develop an affiliation and identify more strongly with the actors they are playing.


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