Current research struggles to illuminate significant learning outcomes of role-play simulations, such as Model European Union (MEU) and Model United Nations (MUN). In this study, we introduce a model for measuring simulation effects, distinguishing between cognitive, affective and regulative learning outcomes. In particular, we introduce the MISS-model (Motivation, Interest and Self-efficacy in Simulations), which enables measuring affective learning outcomes more in depth and connects these with other learning outcomes. To get more insight in how students vary with respect to affective learning outcomes, we apply the MISS-model in a cross-continental simulation context. Study participants included 133 students. Students’ differences were explored using independent t tests, one-way ANOVA and ANCOVA. Results show student variation for all affective learning outcomes and thus support for applying the MISS-model to measure affective learning outcomes of simulations more in depth. Findings are discussed with regard to simulation practice and future research on simulation effects.
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Measuring motivation, interest and self-efficacy in simulations*
|I’m motivated for my field of study because…|
|1.||… I want to learn new things|
|2.||… I am highly interested in doing this|
|3.||… it is personally important to me|
|4.||… I enjoy doing it|
|5.||… this represents a meaningful choice to me|
|6.||… it’s fun|
|7.||… this is an important life goal to me|
|8.||… it’s an exciting thing to do|
|9.||I am very interested in the European Union, including issues of negotiation and decision-making|
|10.||Outside of school, I read a lot about the European Union (newspapers, Internet…)|
|11.||I always look forward to ‘European Union’ classes, because I enjoy them a lot|
|12.||I am interested in the European Union since I was young|
|13.||I watch a lot of European Union-news on TV or the Internet|
|14.||Later in my life, I want a European Union-related job|
|15.||When I am reading or watching news about the European Union, I am fully focused and forget everything around me|
|Topic: EU decision-making process, EU negotiation, or EU refugee and asylum policy|
|16.||I want to know more about this topic|
|17.||I enjoy working on this topic|
|18.||I think this topic is interesting|
|19.||I expect to master this topic well|
|20.||I am fully focused on this topic; I am not distracted by other things**|
|21.||Presently, I feel bored by this topic|
|22.||I think I’m a good negotiator|
|23.||Compared to some other students, I think I’m a considerably good negotiator|
|24.||I’m satisfied with my negotiating skills|
|25.||I’m confident with my ability to negotiate|
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Duchatelet, D., Bursens, P., Donche, V. et al. student diversity in a cross-continental EU-simulation exploring variation in affective learning outcomes among political science students. Eur Polit Sci 17, 601–620 (2018). https://doi.org/10.1057/s41304-017-0116-9
- higher education
- affective learning outcomes
- political science