The effectiveness of a short term simulation for teaching foreign policy and national security affairs

摘要

The teaching effectiveness of a short-term minimal structure simulation was assessed using Lickert type questionnaires before and after the experience. Attitudinal change of 416 students on twenty-one foreign policy and international security propositions was measured. Four hypotheses were studied: (1) Students participating in a simulation will reveal more interest in such activities than in more conventional classroom activities; (2) Students participating in a simulation will reveal increased empathy for the problems decision makers confront; (3) Gaming augments a students' understanding of decision-making and international politics; (4) Gaming is more effective when used in conjunction with pre-game reading and discussion.

The first three hypothesis were confirmed. A Paired Samples T-Test revealed significant change in attitude. A substantive conclusion is that simulations may shorten the learning time of students of international politics.

The purpose of this project was to assess the impact of a minimal-structure short-term simulation as a teaching aid for courses dealing with international security, military strategy and foreign policy. The simulation assessed was constructed by the author and Major Robert Van Steenburg, U.S.A.