Katsuo A. Nishikawa

A Computer Simulation Comparing the Incentive Structures of Dictatorships and Democracies

The draw of simulations is that by replicating a simplified version of reality they can illustrate the repercussions that individual choices create. Students can play the role of a judge, an ambassador, or a parliamentarian and can experience first hand how their decisions play out. As a discipline, we assume that such practices are an improvement over textbook-based lectures. However, sometimes the difficulty implicit in designing and implementing large-scale or semester-long simulations can be a tangible drawback to their adoption. This article discusses the use of simple, small-scale computer-based simulations or games and argues that they can be used as an uncomplicated way of implementing active learning goals. The authors argue that small-scale simulations can be used as a discreet, one-time game that assists student comprehension of complex theoretical concepts. In order to assess the effectiveness of the simulation, the authors conducted a randomized experiment where participants were assigned to a traditional classroom lecture or a class using a computer game simulation. Student performance was evaluated by a posttest and a delayed posttest. Results show strong evidence that epigrammatic simulations are as effective as traditional classroom lectures in the short run and produce better concept retention in the long run.

Videogame Type Simulation of Mancur Olson’s Dictatorship, Democracy and Development: A Randomized Experiment

Evidence from a randomize experiment that computer based videogames improve learners recall of information.