國立臺灣大學政治科學論叢

Abstract / Chinese PDF Download

Distinct from the relevant existing literature, this study designed and administered the first randomized field experiment for evaluating the learning effectiveness of International Relations (IR) simulations and film discussions in Taiwan. Using both the techniques of regression analyses of experimental data and content analyses of qualitative data from semi-structured interviews and course evaluations from students, this study found no direct causal effects from simulations and film discussions on the course grades of students. Yet, indirect self-selection effects on course grades were detected among individual students with active learning motivations. These findings underscore the importance of teaching undergraduates in accordance with their aptitudes. In the future, more emphasis could be put on encouraging instructors not only to innovate their teaching modes but also to strengthen the students’ active learning motivations beyond course grades at the learning level when it comes to educational initiatives to facilitate the learning effectiveness of IR.