Schnurr & Taylor. (2021). Simulating the Sustainable Development Goals: Scaffolding, Social Media and Self-Reported Learning Outcomes Amongst Entry-Level Students. Journal of Political Science Education, 17(1), 255-274.

This paper addresses two crucial gaps in the scholarship on the design and execution Simulation-Based Education (SBE) – the importance of scaffolding in constructing successful simulations for entry-level students and the associated value of social media tools.  We examine these issues within three successive iterations of a role-play simulation employed in an introductory undergraduate course.  We employ a mixed-methods approach that draws on self-reported learning outcomes from a total sample of 291 students across three years. This paper argues that running a successful simulated activity hinges upon careful design and scaffolding, and that incorporating social media tools can help to make the learning experience more immersive and more accessible for students.

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