Promoting Engagement in Social Studies through an Online Simulation of Political and Economic Development

Abstract

This study investigates the impact of an online simulation on student engagement related to social studies. Using a one-group, pretest-posttest design, sixty-two (n = 49) middle school students led simulated countries for eight, twohour sessions. Within the simulation, participants were situated as national leaders making key decisions about trade and production, and how to negotiate national and international challenges such as resource scarcity and natural disasters. Findings from self-reports showed high levels of engagement for the simulation as measured by interest/enjoyment, perceived competence, effort/importance, and value/usefulness. In addition, the simulation had a marginally significant impact on student engagement for social studies as a domain. The paper concludes by discussing how interdisciplinary social studies simulations might be designed to encourage student engagement, while promoting the knowledge, skills, and dispositions necessary for an active civic life.