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Title
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Student diversity in a cross-continental EU-simulation exploring variation in affective learning outcomes among political science students
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Author
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Abstract
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| Current research struggles to illuminate significant learning outcomes of role playsimulations, such as Model European Union (MEU) and Model United Nations (MUN). In this study, we introduce a model for measuring simulation effects, distinguishing between cognitive, affective and regulative learning outcomes. More in particular, we introduce the MISS-model (Motivation, Interest, and Self-efficacy in Simulations), which enables measuring affective learning outcomes more in depth and connects these with other learning outcomes. To get more insight in how students vary with respect to affective learning outcomes, we apply the MISS-model in a cross-continental simulation context. Study participants included 133 students. Students differences were explored using independent t-tests, one-way ANOVA-, and ANCOVA-analyses. Results show student variation for all affective learning outcomes and thus support for applying the MISS-model to measure affective learning outcomes of simulations more in depth. Findings are discussed with regard to simulation practice and future research on simulation effects. |
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Language
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English
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Source (journal)
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European political science / European Consortium for Political Research [Colchester] - Essex, 2001, currens
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Publication
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Essex
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European Consortium for Political Research
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2018
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ISSN
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1680-4333
[print]
1682-0983
[online]
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DOI
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10.1057/S41304-017-0116-9
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Volume/pages
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17
:4
(2018)
, p. 601-620
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ISI
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000455206300005
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Full text (Publisher's DOI)
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