TY - JOUR
T1 - Exploring the Role of Interactive Computer Simulations in Public Administration Education
AU - Hu, Qian
AU - Johnston, Erik
AU - Hemphill, Libby
AU - Krishnamurthy, Rashmi
AU - Vinze, Ajay Shreekrishna
N1 - Funding Information:
1 This material is based upon work supported by the National Science Foundation under award numbers SES-0951366 and SES-0345945, Decision Center for a Desert City (DCDC). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation (NSF).
Publisher Copyright:
© 2012, Copyright © Taylor & Francis Group, LLC.
PY - 2012/9/1
Y1 - 2012/9/1
N2 - Preparing public administration students for complex challenges that involve high uncertainty, stakeholder interdependencies, policy resistance, and slow feedback cycles presents unique challenges for educators. Those in the field of public administration and public policy can broaden their educational toolbox by embracing new technologies for educating future public administration practitioners. This research demonstrates that interactive computer simulations provide dynamic contexts and creative learning environments for students to individually and collectively apply systems thinking in information-rich environments with instant feedback channels. Across a series of exploratory studies using an interactive simulation focused on water uncertainty and policy options, this research has consistently found strong learning outcomes. The findings showed that students were able to quickly grasp the complexity associated with interdependent stakeholders with divergent interests, uncertain future conditions, and policy options that reflect competing values. However, this research also discovered some unintended consequences. Using interaction simulations may limit the scope of deliberation topics to only those that were highlighted by the simulation. Thus the research concludes with a discussion of some ethical concerns related to the use of computer simulations as part of an educational exercise.1.
AB - Preparing public administration students for complex challenges that involve high uncertainty, stakeholder interdependencies, policy resistance, and slow feedback cycles presents unique challenges for educators. Those in the field of public administration and public policy can broaden their educational toolbox by embracing new technologies for educating future public administration practitioners. This research demonstrates that interactive computer simulations provide dynamic contexts and creative learning environments for students to individually and collectively apply systems thinking in information-rich environments with instant feedback channels. Across a series of exploratory studies using an interactive simulation focused on water uncertainty and policy options, this research has consistently found strong learning outcomes. The findings showed that students were able to quickly grasp the complexity associated with interdependent stakeholders with divergent interests, uncertain future conditions, and policy options that reflect competing values. However, this research also discovered some unintended consequences. Using interaction simulations may limit the scope of deliberation topics to only those that were highlighted by the simulation. Thus the research concludes with a discussion of some ethical concerns related to the use of computer simulations as part of an educational exercise.1.
UR - http://www.scopus.com/inward/record.url?scp=85000434335&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85000434335&partnerID=8YFLogxK
U2 - 10.1080/15236803.2012.12001697
DO - 10.1080/15236803.2012.12001697
M3 - Article
AN - SCOPUS:85000434335
SN - 1523-6803
VL - 18
SP - 513
EP - 530
JO - Journal of Public Affairs Education
JF - Journal of Public Affairs Education
IS - 3
ER -