Simulations and games

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Simulations are educational games that are played in teams, usually involving role-play where the player is immersed in a situation (virtually or physically). Simulations and games are used as experiential learning activities, but can also be formative and summative assessment. Different aspects can be assessed, including preparation and subsequent reflection, in different formats: participation, presentations, written outputs such as policy papers and learning logs. As with other assessment forms, simulations and games should have clear learning objectives. Simulations and games can be authentic forms of assessment as they test the student’s knowledge and skills in a simulated real-word situation. 

Advantages 

  • They can require higher order skills including application, problem-solving, evaluation and synthesis. 
  • Formative and summative assessment can be well-aligned. 

Challenges

  • The preparation required before class (and after) might make it more suitable for students with greater intrinsic motivation (such as Master’s level students). 
  • It can be time and effort-intensive, requiring significant preparation and organisation by the lecturer. 

Designing for inclusivity and reliability

Any unfamiliar assessment can be stressful for students, and impact attainment. Assessment for simulations can be a mix of oral and written, individual and group, to support all students demonstrating their ability. Students could also be given a choice as to which assessments contribute to their grade. 

This assessment might disadvantage some students, including those for whom groupwork is challenging, and students with English as an additional language. Consider how the assessment could be planned to minimise this disadvantage, including using criteria which prioritise recognising and rewarding higher order thinking (following the learning outcomes). 

For most disabled students, the existing ‘My Adjustments’ process will be sufficient adjustment. The School recognises however, that for a small number of students, an alternative assessment should be considered. 

The format may also favour more confident speakers; however, criteria that value active listening skills would help balance this out. 

Clear criteria help students to understand what is expected, and markers to align. Criteria should be based on the learning outcomes, explain what is expected, show what this looks like at different levels of attainment, and indicate how marks will be allocated. Criteria should be shared and discussed with students (preferably through an associated activity). 

LSE marking normally requires double-marking or moderation, and sharing examples with the external examiner. Consider how the assessed portions of the activity can be seen by others. 

You will need a resit format which allows students to demonstrate their attainment of the learning outcomes. 

Academic integrity

Conducting a portion of the simulation in class, and thus under observation, can help to minimise misconduct. It is a good idea to vary the key issues from year to year, and insert at least one original question or task, the solution or response to which is not available online or from previous students. 

Examples and resources

Government: Simulating the production of Social Research for Policy Advice 

Health Policy: Vaca Virus simulation on HP412 Global Health Security 

Simulating Twitter in International Diplomacy: A New Tool for Teaching 

Teaching Experience: How to Make and Use PowerPoint-Based Interactive Simulations for Undergraduate IR Teaching (from an original project funded by LSE) 

LSE simulations special interest group (LSE SIM-SIG), is a practice exchange group for colleagues interested in using simulations in teaching and learning. If you would like to be added to the online group please email Jenni Carr j.carr4@lse.ac.uk

 

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