Going Beyond the Existing Consensus: The Use of Games in International Relations Education

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ABSTRACT

Despite the popularity of using games to teach international relations, few works directly assess their effectiveness. Furthermore, it is unclear if games help all students equally, or if certain students are more likely to benefit than others. Finally, how closely the game must mirror the concept being taught to be an effective pedagogical tool has received scant attention. We address these points by discussing the use of an updated version of the classic American election game, Consensus, to help illustrate the role of domestic political coalitions in an international political economy course. Assessing the performance of 39 students via a pre- and post-quiz, we find that student performance improved overall, particularly among frequent gamers.

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Analyzing Censored and Sample-Selected Data with Tobit and Heckit Models

Langche Zeng, Lee Sigelman (1999)

Political scientists are making increasing use of the Tobit and Heckit models. This paper addresses some common problems in the application and interpretation of these models. Through numerical experiments and reanalysis of data from a study by Romer and Snyder (1994), we illustrate the consequences of using the standard Tobit model, which assumes a censoring point at zero, when the zeros are not due to censoring mechanisms or when actual censoring is not at zero. In the latter case, we also show that Greene's (1981) well-known results on the direction and size of the bias of the OLS estimator in the standard Tobit model do not necessarily hold. Because the Heckit model is often used as an alternative to Tobit, we examine its assumptions and discuss the proper interpretation of the Heckit/Tobit estimation results using Grier and co-workers' (1994) Heckit model of campaign contribution data. Sensitivity analyses of the Heckit estimation results suggest some conclusions rather different from those reached by Grier et al.