Students' knowledge and perceptions of international relations and the 'Model United Nations': An empirical analysis

Abstract

Unconventional learning activities such as games and simulations have been widely used as teaching tools in international relations (IR) in the recent years. The literature on simulations and student learning has often highlighted a lack of empirical evidence in the existing research. The paper aims at providing empirical support to illustrate the ways in which simulations might influence students' levels of (factual and self-evaluated) knowledge and perceptions of IR. The study is based on extensive empirical material, collected through questionnaires submitted to 298 students who participated in the 2014 edition of the National Model United Nations in New York (NMUN·NY).