Student Motivation for an Online Social Studies Simulation
Abstract: This study examined student engagement while playing a simulated country in a simulated world and how this same experience impacted motivation for learning about the domain of social studies. Using a pretest-posttest design, thirty-six (n = 36) middle school students led simulated countries for eight two-hour sessions, confronting national and international challenges such as resource scarcity and natural disasters. Findings showed high levels of engagement, and an increase in social studies motivation that approached statistical significance. The paper closes by discussing how social studies-related simulations might be designed to promote student engagement and learning, while emphasizing opportunities for students to develop and practice their sense of global competence.