European Political Science

, Volume 14, Issue 3, pp 228–240 | Cite as

simulating europe: choosing the right learning objectives for simulation games

  • simon raiserEmail author
  • annegret schneider
  • björn warkalla


The authors reflect on the potential of simulation games for teaching the European Union. They argue that when developing or using simulations it is imperative to decide, first of all, on the learning objective(s). The authors distinguish games geared primarily towards conveying knowledge from those aimed at training soft skills. The former can focus on teaching the processes and dynamics of European politics (politics), on teaching factual knowledge about a given policy field (policy) or on teaching the Union’s institutional aspects (polity). The second category concerns objectives such as training teamwork, communication and negotiation skills, as well as empathy, the ability to deal with complexity and making decisions under stress. The relevance of these objectives for teaching and training students is assessed on the basis of case studies describing different simulation game concepts. Although the authors acknowledge that simulation games enjoy an increasing popularity within academic teaching, they maintain that their use in European Studies is largely restricted to classical concepts and argue for a more extensive use of more experimental simulation games.


simulation game European union learning goal politics training 


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Copyright information

© European Consortium for Political Research 2015

Authors and Affiliations

  • simon raiser
    • 1
    Email author
  • annegret schneider
    • 1
  • björn warkalla
    • 1
  1. 1.planpolitikBerlinGermany

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