Abstract
This study introduces an innovative game-based teaching methodology aimed at enriching the research-led learning and educational experience within the context of an International Political Economy (IPE) module. The core of this pedagogical strategy lies in the facilitation of an experiential learning process where students transition from passive participants to active creators, tasked with the formulation of game rules and scenarios grounded in international relations (IR) concepts, theories, and topics. Termed "learning and creating by gaming," this approach allows students to deepen their understanding of IPE by synthesizing their knowledge into interactive and educational game designs. Developed from a foundation of comprehensive teaching expertise in IPE, this method seeks to place students at the forefront, promoting a learner-centered environment that not only achieves superior learning outcomes but also fosters a sense of autonomy and leadership. The paper discusses the implementation of this pedagogical method, expounds on the observed pedagogical benefits, and contemplates the potential integration of the most effective game designs into future curriculum development.
Keywords: International Political Economy; Game-Based Learning; Interactive Pedagogy
Introduction
Simulations and games are effective teaching techniques that improve students' comprehension of complex topics and theories in political economy studies (McCarthy, 2014; Frank and Genauer, 2019). These pedagogical methods are invaluable for demonstrating the decision-making process and the operation of theories in real-world contexts, particularly within specific political frameworks. It is essential to employ game rules and simulation principles that accurately reflect the theories we wish students to focus on. This raises a question: What if students were tasked not only with playing games but also with the creation of games based on political science and international relations (IR) theories? Game-creation activities possess educational benefits analogous to those derived from game-playing. This approach not only fosters a deeper understanding of political science theories and concepts but increases student engagement, motivation, and enthusiasm in the study of political science. Moreover, the creation of games promotes peer-to-peer and self-directed learning (Deliyannis and Kordaki, 2018; Kiraz and Koseoglu, 2019), compelling students to share and discuss their knowledge while researching to enhance their understanding. Additionally, the act of game design is a creative brainstorming exercise that aids in developing students' creativity (Mendenhall et al., 2018). Notably, teaching IR in China presents unique challenges. Game design emerges as a relevant platform for students to engage with concepts such as equality and human rights from diverse cultural perspectives within a fictional framework.
Methodology
The incorporation of a game-based pedagogy into the ECO303 module (International Political Economy) was an innovative step to address the challenges posed by the lack of a designated textbook and the intensive reading required by the IPE syllabus. The initial phase involved integrating the online simulation game 'NationStates'(
https://www.nationstates.net/). This platform provided students with a virtual environment to apply IPE concepts in real time over two months, thereby promoting a hands-on approach to learning. As the methodology evolved, I introduced physical board games, selecting them for their alignment with specific IR theories and their capacity to facilitate active learning. 'Risk' was used to exemplify the complexities of strategy and diplomacy, while 'Settlers of Catan' demonstrated resource management and economic interdependence. The methodology extended beyond the act of playing these games; it was about embarking on a transformative journey from passive learning to active exploration and application of complex theories.
This transformative aspect was further enriched by encouraging students to become game designers themselves. Through this process, they delved into the mechanics of 'NationStates', drawing on my experience with 'La Conquête du Monde: Fantaisie', which served as a prototype to illustrate the integration of economic and historical strategies into game design. This multifaceted pedagogical approach aimed to deepen students' analytical skills and encourage a creative exploration of IPE.
Moreover, when designing the module, the following perspectives were carefully considered to provide a comprehensive and robust learning experience for the students:
- Enhancing Engagement and Learning Outcomes: The core goal was to elevate student engagement and learning outcomes. By immersing students in the interactive realm of gaming, the intention was to enhance their critical thinking, foster collaboration, and instill a sense of ownership over their educational journey. This engagement was facilitated by a structured guidance system that supported students in understanding game mechanics and the principles of game design, tailored to echo the complexities of international political dynamics.
- Addressing Practicality and Game Design: Practical concerns of game design were addressed by providing students with a solid foundation during the initial stages of the module. Exposure to 'NationStates' was pivotal in familiarizing them with game rules and mechanics, which served as a precursor to their engagement in game development. The guidance and illustrative examples offered proved instrumental in enabling students to create games that were not only aligned with our curriculum but also reflective of real-world IR scenarios.
- Implementation: The implementation of the game-based learning methodology in ECO303 followed a structured yet dynamic process. Students embarked on a progressive journey from theoretical understanding to creative application, divided into several phases:
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- Game Mechanics Understanding: Students initiated the process by dissecting the mechanics of existing strategy games, gaining insights into the foundational elements that render a game both engaging and educationally valuable.
- Historical Research Integration: Each game-creation group was assigned the responsibility of researching the Warring States period, integrating their findings into the game narrative and mechanics. This approach ensured that their games were not only enjoyable but also historically resonant and informative.
- Principles of Game Design: Leveraging game design principles, students crafted games that required strategic thinking, resource management, and diplomatic acumen, mirroring real-world IR complexities.
- Testing and Refinement: The designed games underwent rigorous testing and refinement by the student groups, incorporating feedback to fine-tune gameplay and alignment with IR theories. The iterative nature of this phase promoted a mindset of continuous improvement and adaptability among the students.
- Reflective Learning: Upon completion, students reflected on the entire process, from game design to playtesting. This reflection allowed them to articulate their learning outcomes, comprehend the relevance of IPE concepts, and identify potential enhancements for future iterations.
Throughout the semester, students' engagement with game creation comprised three project assignments: the extension of a board game using IR approaches, the development of IR strategies through gamification, and the presentation of their game design. A specific emphasis was placed on ensuring alignment with IR theories and the excitement of gameplay, which accounted for a significant portion of their project evaluation.
Impact on Student Engagement and Learning
This innovative pedagogical approach significantly heightened student interest and active participation in the subject matter. Students became more active in discussions, shifting their focus from grade-oriented learning to an intrinsic interest in knowledge. This transformation was palpable in the classroom dynamics, marked by increased enthusiasm and engagement in learning processes:
Student Feedback and Module Questionnaire Scores
The teaching innovation's effectiveness is further supported by student feedback and module questionnaire scores. For instance, comments from students included praise for the course design and the use of interactive games to enhance understanding.: "The professor's use of cases and interactive games greatly enhanced our understanding of the theories."; "Impressive course design and materials, including the games."; "The course fostered critical thinking through its design and assessments."; "The materials provided were excellent."; “it is well designed, game design part is really interesting”;” I really like the board game design as part of our coursework because it's the first time I had contact with strategic board games. I feel it's a very practical way for students to have a taste of what different schools of IRs in real world would act like”.
This academic year, I conducted a survey to assess student reactions to the 'Learning by Gaming' approach implemented in the ECO303 course. The survey results (presented in Table 1) reveal a high level of student satisfaction and engagement. Notably, 38% of respondents "Strongly Agree" and 46% "Agree" that their interest in International Relations (IR) increased as a result of this teaching methodology. Similarly, 42% "Strongly Agree" and 46% "Agree" on realizing the importance and usefulness of IR theories through this teaching approach. These findings provide substantive evidence that the 'Learning by Gaming' methodology has been well-received and is effectively enhancing the educational experience in my classes.
Conclusion
This innovative teaching method has demonstrated remarkable results in terms of student engagement and understanding of intricate international relations concepts. Through active participation and the creation of games, students have effectively applied their knowledge within a collaborative setting, thereby fostering a profound understanding of political science theories and concepts. The 'Learning by Gaming' approach has proven to be a successful enhancement to the educational experience and engagement of students in International Political Economy.
References:
- Deliyannis, I., and Kordaki, M. 2018. “Game Design as a Learning Method: Effects on Performance in an Introductory Programming Course”. Journal of Educational Computing Research, 56(2), 193–216.
- Frank, Richard W., and Jessica Genauer. “A Classroom Simulation of the Syrian Conflict”. Political Science and Politics, 52 (4): 737–42.
- Kiraz, E., and Koseoglu, Z. C. 2019. “The Effect of Game Design on Engagement and Learning in Mathematical Problem Solving”. Education and Information Technologies, 24(5), 2835–2852.
- McCarthy, and Mary M. 2014. “The Role of Games and Simulations to Teach Abstract Concepts of Anarchy, Cooperation, and Conflict in World Politics”. Journal of Political Science Education, 10 (4): 400–413.
- Mendenhall, Elizabeth, and Tarek Tutunji. 2018. “Teaching Critical Understandings of Realism through Historical War Simulations”. Political Science and Politics, 51 (2): 440–44.
Table 1: Survey Results
