Abstract

To what extent do active learning strategies assist students in learning complex concepts? The current paper explores this inquiry utilizing data concerning three role-playing simulations in an introductory comparative politics course to reinforce such concepts as cohabitation, coalition government, and federalism. The hypothesis that students gain greater knowledge of such abstract concepts is subsequently tested utilizing pre- and post-simulation surveys, debriefing responses, and in-class exams. The results indicate that simulations play an important role in enhancing student subjective knowledge, but not necessarily their objective knowledge.