Unlocking the Potential of Videogames as a Pedagogical Tool in Political Science and International Relations

Videogames have been found to be effective tools for teaching and learning in a broad sense, but their use in teaching political science and international relations to university students warrants further exploration. Drawing on existing pedagogical research applied to a range of other fields, this paper outlines ways in which videogames can act as a useful and novel tool. Videogames have the potential to encourage the development of critical and reflective thinking skills and active cognitive processing, both essential elements of a course design that prioritises students’ meaningful learning. While simulations, role-play and film have become more commonly used tools to promote active learning, the potential for the use of videogames appears to relatively untapped. An increasing number of games, such as This War of Mine, Path Out, Papers Please and Revolution 1979, not only highlight a range of topics relevant to political science and international relations (e.g. conflict, refugees, migration, and protest), but also present players with moral dilemmas, offer new perspectives and encourage empathy. The paper explores the findings of my ongoing research into the students’ experience and the practicalities of delivering teaching sessions that incorporate videogames. The research involves several groups of undergraduate students participating in teaching sessions that include playing a videogame. Each session and the interactions between the students are observed and followed by a focus group discussion. The aim is to discover the students’ experience in relation to the learning outcomes of the sessions, as well as their experience using the game as a learning tool. The research provides insights into the benefits and challenges of using of videogames as a teaching and learning tool and contributes to the conversation on using new mediums and pedagogical methods.