Project Activities
A design-based research phase was used to develop and test our simulation and develop professional learning activities and resources for teachers. We conducted two rounds of pilot studies because of the impact of COVID pandemic restrictions, followed by a final round of development to the simulation curriculum, platform, and teacher supports. The simulation is now open for teachers to access and implement in their classes.
Structured Abstract
Setting
Five high school teachers participated in the design-based research development phase and 25 high school teachers participated in two rounds of pilot studies. Schools included a range of school districts in Wisconsin (e.g., rural) and a large diverse school division in Virginia.
Sample
The population included diverse group of high school students from Wisconsin and Virginia (grades 9 – 12). The samples reflect the demographic diversity of the two states and the general range of demographic and community diversity present in the US. Two rounds of pilot studies included approximately 1000 students each. Consent rates and data collection challenges led to smaller samples for each pilot study year. The findings presented below are from the second attempt (2022-2023) and included N=390 participants who had complete data sets.
The research team developed the virtual internship simulation, PurpleState, to be accessible and feasible for classroom use. Students played the role of interns at a political communications firm and collaboratively designed a media campaign on a policy issue. A new online platform was developed to support collaborative learning throughout the simulation and houses curricular resources and two tools used in simulation tasks: the map tool and the campaign simulator. Participants engaged in state-level public policy issues so participating identified as relevant for students and local context (e.g., gun control). The intervention is designed to be completed within 10 60-minute class periods, with a range of available extensions, with approximately 2 hours of professional development for participating teachers.
Research design and methods
The research team employed a design-based research design with multiple iterations during the development phase to evaluate and further develop the simulation. We then conducted a robust pilot study using a quasi-experimental design.
Control condition
The research team used a quasi-experimental design in a subsample to compare two conditions: PurpleState 2.0 and the standard comparison curriculum unit (Politics and Elections).
Key measures
The project’s goal was to develop a simulation that is widely used in civics and government courses. Accessibility and fidelity of use for teachers was a key outcome measures for feasibility of use. Other key outcome measures were: argumentative reading and writing tasks; knowledge of public policy issues; and self-efficacy for civic engagement and media analysis.
Data analytic strategy
The research team used a mixture of qualitative and quantitative analytic methods to analyze the data. Etic and emic coding procedures were used to surface important information about usability and engagement in the student focus group and teacher interview data from the design phase and pilot study. Using a Bayesian analytical approach the researchers explored the pilot study data for: (a) changes in students’ self-efficacy, interest, and knowledge for civic engagement from pre- to post-curriculum; (b) the degree to which self-efficacy and interest vary as a function of students’ perceptions of an autonomy-supportive classroom climate; and (c) the overall effect of the curriculum on students’ self-efficacy, interest, and knowledge for civic engagement compared to business-as-usual.
Cost analysis strategy
Researchers will determine the costs associated with implementing the intervention using the "ingredients method." This will entail systemically collecting and analyzing all expenditures on personnel, facilities, equipment, materials, and training.
Key outcomes
The project team focused on exploring the potential for the epistemic game model of simulations as an intervention for civic education.
In Stoddard et al. (2022), the researchers make the case of the virtual internship model as a proof of concept of how epistemic games may be used toward academic and civic goals.
- The internship role in PurpleState promotes transfer of skills and knowledge to academic and non-academic local contexts (e.g., civic engagement).
- Epistemic games can be used to help students understand how systems work, in this case the state political information environment, and reflect on their role in it.
In Behnke et al., (2022), the researchers recommend:
- Foster interest and engagement in contemporary policy issues by engaging students at the local and state level using information sources such as polling and journalism to understand how global or national issues have a local impact.
- Model information seeking behaviors such as exploring multiple sources on the issue and reflect on the role of context and audience when researching how issues are framed locally.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Project website:
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
Journal articles
Behnke, D., Brohinsky, J., & Stoddard, J. (2022). Understanding Policy Issues in Context: Inquiry into State Political Information Ecosystems. Social Education, 86(6), 392-397.
Proceedings
Stoddard, J., Brohinsky, J., Behnke, D., Williamson-Shaffer, D., Marquart, C., Tutweiler, S., & Chen, J., (2022). Designing epistemic games for informed civic learning. Proceedings of the Computer Supported Collaborative Learning Conference (pp. 379-382). International Society for the Learning Sciences.
Additional project information
Additional Online Resources and Information:
Introductory Video: https://www.youtube.com/watch?v=Vz9E2w7hjL0
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
