Learning by Creating

Making Games in a Political Science Course

Bibliographic Data

ID12381971
AuthorsSangbum Shin (0000-0001-9288-5536, Yonsei University, corresponding author)
Year2020
Volume54
Issue2
Pages326-330
Publication date2020-12-10
Open AccessYes
TypeARTICLE
VenuePS Political Science & Politics (JOURNAL)
Journal identifiersISSN: 1049-0965 • E-ISSN: 1537-5935
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s104909652000164x
OpenAlexW3113353858
LanguageEN
Citations received2
References cited14

This article describes a project-based course titled “International Relations and Games” in which students were required to create game rules and scenarios using IR concepts, theories, approaches, and topics. Although students learned through participation in games and simulations in previous classes, they acquired further knowledge by developing their own games—a case of “learning by creating.” The course was designed with expectations that (1) game-creation activities would facilitate peer-based and self-directed learning; (2) it would help improve students’ creativity; and (3) it would enable students to understand the importance and utility of discipline in the world beyond their classroom. Students conducted three game-creation projects in the semester. Based on the instructor’s observations, student surveys, and personal-interview results, it is concluded that all three expectations were met—especially that students felt as if they were leading the class

Class (philosophy · Course (navigation · Creativity · Mathematics education · Pedagogy · Political science · Politics · Computer Science · Educator Training and Historical Pedagogy · Engineering · Innovative Teaching Methodologies in Social Sciences · Psychology · Social Psychology · Wikis in Education and Collaboration · Artificial Intelligence

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