Making Games As Teaching Tools

Today we have a guest post by Dr. Andrew Biro, Head of the Department of Politics, Acadia University, Nova Scotia, Canada. He can be reached at andrew [dot] biro [at] acadiau [dot] ca.

Chad Raymond recently wrote a couple of posts (herehere, and here) about having students create board games based on course content. I did something similar in my Politics of Water class last fall, as a capstone exercise in the last couple of weeks of the course. It was a fun way to end the course, and by inviting high school students to play the games, it gave my students the sense that they really could use games to engage in a teaching exercise.

Students worked in groups of 4-6 to design a board game that incorporated some “lesson” from the course. The course is rather eclectic. Topics include geopolitical conflicts over water, municipal water privatization, engineering mega-projects (big dams), and gendered access to water in the household. This gave students lots of choices, and they produced eight fairly diverse games. Continue reading

Conceptual Understanding Through Experiments

Today we have a guest post from Jonathan Rauh, a doctoral student in political science at East Carolina University. 

atomic-experimentActive engagement of the student is a key facet of experiential learning. In-class debate is one classic means of generating engagement, but it can favor students who are more extroverted. In-class debate also tends to be relatively light on the application of concepts but heavy on critical reflection. As an alternative, I have used in-class experiments derived from economics to teach how policy preferences are realized (or not) as a result of different voting systems.

In these experiments, I begin with a discussion in which I ask students about their own policy positions on issues like gun control, abortion, tax policy, school vouchers, universal healthcare, and the death penalty. This allows for discussion of political representation in different forms of government, which then leads into experiments where students are assigned a set of preferences ranging from, for example, far right to far left, and are subjected to a set of voting rules. This type of environment makes it easy to illustrate differences between voting systems, such as first-past-the-post and rank order preference.

If one has taken a course in experimental economics then one knows it is fairly common to have small monetary payoffs—for example, $10. These real monetary consequences lead students to quickly identify which voting strategies will best increase their chances of winning in the experiment.

I have found that the applied nature of the experiments provides a way for students to engage with theories that would otherwise just be abstract discussion points. Students whose personalities make them less inclined to debate are more engaged because their votes do not require explicit public statements. They are able to understand that one strategy is preferable to another and make adjustments in each round of voting without being singled out. Students who participate in my voting games show better test scores at the end of the year and, according to colleagues, have a good understanding of policy preferences and the complex interactions between competing political parties.

For a full discussion of implementing an in-class voting experiment see:

Rauh, Jonathan. 2014. “In-Class Experiments as an Accompaniment to In-Class Discussion.” Journal of Political Science Education 10(4): 453-470.

For a full discussion of experimental economics games that can be applied in your class to teach about topics ranging from preference recognition to lobbying to voting, see Charles Holt’s VeconLab at the University of Virginia:

Simulating the Bargaining Model of War

Dr. Kyle Hanes is our guest contributor this week.  An assistant professor of political science at Purdue University, he describes a game he created to simulate the bargaining model of war.  Full instructions on his simulation can be found in his October 2015 PS: Political Science & Politics article.

The bargaining model of war has become so central to scholarly work on interstate conflict that, I would argue, it should be incorporated into even introductory IR courses. The bargaining model’s logic is intuitive and compelling, but even treatments of it in introductory textbooks rely on formal notation that can confuse or alienate many students. I can still hear the crickets echoing through my classroom as I excitedly asked students to explain why “State B will accept any offer greater than 1 – p – c.”

In trying to cut through this notation to explain the bargaining logic and “incentives to misrepresent,” I would often fall back on the logic of gambling. Misrepresentation is, in effect, bluffing. And even if most students don’t host a weekly card game, the majority are at least vaguely familiar with the logic of bluffing in poker. Why does a poker player make a large bet with a weak hand? Doing so might allow them to win the pot without even having to show their cards. Ultimately, it’s the same reason why states exaggerate their military power or willingness to fight over a disputed piece of territory. Over time, I developed this metaphor into a simple, in-class card game that illustrates the core logic of the bargaining model of war. The game is fun, simple, and engages students directly in the bargaining logic. The game’s rules and parameters are extremely flexible, and can be adapted to highlight different components of the bargaining model’s logic.

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Start the way you mean to finish (and continue)

It’s the middle of the summer and I don’t teach again until late August. But, I am thinking about first days. It’s an important day of class, but it’s easy to treat it as a throwaway class (that’s certainly how most students seem to see it).syllabus

What do you do? Most of us probably do the usual: go over the syllabus (to some degree or another), answer questions, do an icebreaker, and some of us might start teaching (to our students’ chagrin)

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Beginner’s Guide to Simulations: Part 2, Benefits of Simulations

This is Part 2 of an ongoing series aimed at newcomers to using simulations and games in their classroom.  Part 1 introduced the series and focused on how to reduce the workload required in the design and use of these pedagogies.

Skepticism is a pretty standard attitude that we face when trying to convince instructors to try simulations and games in their classes.  Beyond the issues of workload and time that cause new adopters to hesitate, there is a more basic problem: convincing instructors that simulations and games have any place at all in a classroom traditionally dominated by lecture and discussion.

I won’t bury the lede: the ALPS team are all strong proponents of the value of simulations and games in the classroom.  That being said, we are also very aware of the limits of these pedagogies, and one of us publishes consistently on the failures of simulations.  So we are not die-hard true believers. I’m going to focus this post on highlighting some of the benefits of using simulations–such as increasing interaction, engagement, and skill-building opportunities– and then turn to a potential limit–the lack of solid evidence that they improve learning.

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Zendo Revisited: A Simple Methods Game for Large Classes

Zendo is a methods game that is the subject of the very first post I wrote for ALPS back in 2011. Since then, I have used it regularly on the first day of my research methods course.  Among its many advantages is that it helps reduce the anxiety students face on their first day of methods (a well-documented issue; at least six articles in recent years reference this concern) by having their first activity being a game.  The game itself allows students to engage in hypothesis generation and testing and begin to understand issues of generalizability and scholarly collaboration. It is a great introductory activity, but its utility has been limited due to the necessity of purchasing the physical pieces required for play.  Until now, that is! We now have a way of playing Zendo that requires no pieces and works for large classroom settings as well as small.

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TLC 2016: Highlights from the Simulations and Games Track

Most of the ALPS team reunites this weekend for the APSA’s Teaching and Learning Conference in Portland, Oregon. As usual, we are all on the Simulations and Games Track, sharing the latest on new games and simulations for teaching political science and discussing principles of design, evaluation, application, and assessment.

A few highlights so far:
–Victor Asal’s ‘Running Game’, which has students race to the front of the classroom facing an increased series of structural constraints (in the form of TAs given a head start). It’s a quick exercise that helps explore issues of structure, rational action, culture, and grievance.
–Michelle Allendoerfer worked with two undergraduates to create a multi-day comparative politics simulation looking at state building in a region of ethnic division and scarce resources.

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