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{
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    "abstract": "When the subject matter is difficult for students, such international trade, achieving higher-order learning can be challenging. We developed a regional trade agreement simulation (RTA) to help solve student learning difficulties. In the simulation, students attempt to negotiate a RTA in small groups over two weeks. We then use this RTA simulation to evaluate whether it contributes to student knowledge, motivation, and critical thinking ability. Most previous studies have been limited to investigating student knowledge retention and motivation, but it remains an open question whether active learning techniques (like simulations) help achieve higher-order, critical thinking learning objectives. We have conducted surveys and pre-/post-tests in three courses at different universities. From multiple-choice questions and essay responses, we evaluate the simulation's contributions to student knowledge attainment, motivation about the subject, and improvements in critical thinking ability.",
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    "approvedDate": "2020-01-28T18:25:21.384Z",
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    "authorIds": [
      "name:margaret edwards",
      "name:yann kerevel",
      "orcid:0000-0002-0971-7433"
    ],
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    "doi": "10.33774/apsa-2020-ppzwd",
    "doiUrl": "https://doi.org/10.33774/apsa-2020-ppzwd",
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    "keywords": [
      "Simulations and Games",
      "TLC2020",
      "Critical Thinking Assessment",
      "Trade Agreements"
    ],
    "licenseId": "5cc9d9bf7d4e0000ac04ef27",
    "publishedDate": "2020-01-28T18:25:21.451Z",
    "status": "PUBLISHED",
    "statusDate": "2020-01-28T18:25:21.451Z",
    "subjectId": "5e68cb1bd1f19d49ce3ac752",
    "submittedDate": "2020-01-28T17:59:03.361Z",
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    "title": "Do simulations improve higher-order learning outcomes? Evaluating student learning through a simulated regional trade agreement negotiation",
    "version": "1",
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