Games, claims, and new frames: Rethinking the use of simulation in negotiation education
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Authors
Druckman, Daniel
Ebner, Noam
Issue Date
2013
Volume
29
Issue
1
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Journal Article
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Abstract
Negotiation educators have long considered the use of role-play simulations an essential classroom teaching method, and have had high expectations regarding their suitability and efficacy for teaching.|
In this article, we review the literature, examining the degree to which simulations deliver on these perceived benefits - finding that simulations enjoys only limited advantages over other teaching methods.|We note three trends that have developed as part of this re-evaluation process: improving the way simulations are conducted, deemphasizing the use of simulations as a teaching tool while seeking new methods, and finding paradigm-changing uses for simulations.|With regard to this last trend, we describe our own experiments assigning students to design their own simulations, rather than participate in them as role-players. Among other benefits of the design method, we found that designers showed greater improvements in concept learning and motivation than did role-players
Negotiation educators have long considered the use of role-play simulations an essential classroom teaching method, and have had high expectations regarding their suitability and efficacy for teaching.| In this article, we review the literature, examining the degree to which simulations deliver on these perceived benefits - finding that simulations enjoys only limited advantages over other teaching methods.|We note three trends that have developed as part of this re-evaluation process: improving the way simulations are conducted, deemphasizing the use of simulations as a teaching tool while seeking new methods, and finding paradigm-changing uses for simulations.|With regard to this last trend, we describe our own experiments assigning students to design their own simulations, rather than participate in them as role-players. Among other benefits of the design method, we found that designers showed greater improvements in concept learning and motivation than did role-players
Negotiation educators have long considered the use of role-play simulations an essential classroom teaching method, and have had high expectations regarding their suitability and efficacy for teaching.| In this article, we review the literature, examining the degree to which simulations deliver on these perceived benefits - finding that simulations enjoys only limited advantages over other teaching methods.|We note three trends that have developed as part of this re-evaluation process: improving the way simulations are conducted, deemphasizing the use of simulations as a teaching tool while seeking new methods, and finding paradigm-changing uses for simulations.|With regard to this last trend, we describe our own experiments assigning students to design their own simulations, rather than participate in them as role-players. Among other benefits of the design method, we found that designers showed greater improvements in concept learning and motivation than did role-players
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Citation
Daniel Druckman & Noam Ebner, Games, Claims, and New Frames: Rethinking the Use of Simulation in Negotiation Education, 29 Negotiation J. 61 (2013).
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https://heinonline.org/HOL/Page?handle=hein.journals/nejo29&id=61&collection=journals&index=journals/nejo
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0748-4526