Games, Claims, and New Frames

Rethinking the Use of Simulation in Negotiation Education

Daniel Druckman, Noam Ebner

Research output: Contribution to journalArticle

22 Citations (Scopus)

Abstract

Negotiation educators have long considered the use of role-play simulations as an essential classroom teaching method, and have had high expectations regarding their suitability and efficacy for teaching. In this article, we review the literature to examine the degree to which simulations deliver on these perceived benefits, finding that simulations enjoy only limited advantages over other teaching methods. We note three trends that have developed as part of this reevaluation process: improving the way simulations are conducted, deemphasizing the use of simulations as a teaching tool while seeking new methods, and finding paradigm-changing uses for simulations. With regard to this last trend, we describe our own experiments assigning students to design their own simulations, rather than participate in them as role players. Among other benefits of the design method, we found that designers showed greater improvements in concept learning and motivation than did role players.

Original languageEnglish
Pages (from-to)61-92
Number of pages32
JournalNegotiation Journal
Volume29
Issue number1
DOIs
StatePublished - Jan 2013

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Teaching
Education
simulation
education
teaching method
Students
trend
role play
Simulation
educator
paradigm
Experiments
classroom
experiment
learning
student
Teaching methods

All Science Journal Classification (ASJC) codes

  • Management of Technology and Innovation
  • Strategy and Management
  • Social Sciences(all)

Cite this

Games, Claims, and New Frames : Rethinking the Use of Simulation in Negotiation Education. / Druckman, Daniel; Ebner, Noam.

In: Negotiation Journal, Vol. 29, No. 1, 01.2013, p. 61-92.

Research output: Contribution to journalArticle

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