Reference no: EM133364878
Overview: A new simulation game, StateArt, is designed to simulate diplomatic, military, and trade relations among countries. The instructor of an international relations (IR) course would like to find out whether StateArt is an effective learning tool. They wonder: "Will playing StateArt cause my students to acquire a better understanding of IR subject matter?" The instructor doesn't make StateArt a course requirement, but they encourage voluntary participation. This volunteer group plays StateArt throughout the semester. At the end of the semester, the instructor found that, compared with nonplayers, StateArt players had performed better in the course. They had a better grasp of all covered topics, including international diplomatic, military, and trade relations. The instructor concludes: "Yes, StateArt caused my students to acquire a better understanding of IR subject matter."
Respond: Because of the design of his study, the instructor's conclusion is not supported.
What are two rival causes that could explain why students who played StateArt performed better in the course than students who did not play StateArt?
Describe how each rival cause could account for the StateArt-student performance relationship.
Suppose the instructor would like to improve their procedure for determining whether StateArt causes better performance in achieving course objectives. Suppose further that you are asked to recommend three methodological steps that would significantly enhance the instructor's study.
What three steps would be recommended?
Explain why these steps would help isolate the effect of StateArt on student performance.