國際關係情境模擬與影片討論的學習成效：一個隨機實地實驗

The Learning Effectiveness of International Relations Simulations and Film Discussions:A Randomized Field Experiment

不同於海內外既有相關文獻，本文設計並執行第一個在臺灣本土應用隨機實地實驗（randomized field experiment），以評估情境模擬與影片討論的教學方式對學生國際關係的學習成效。結合實驗數據迴歸分析、半結構訪談與部分學生教學評鑑的內容分析結果發現：情境模擬與影片討論這兩種教學創新的嘗試對於以學期成績衡量的學生平均學習成效雖然沒有直接因果作用，但卻對主動學習動機強烈的同學有提升學習成效的間接自我選擇效果（self-selection effects）。研究發現突顯因材施教的重要性。未來提升大專院校國際關係學習成效的相關政策規劃與執行可雙管齊下：在鼓勵創意教學模式的嘗試之外，也著重於鼓勵教師增強學生學習動機，使學習成效的衡量跳脫學業成績的窠臼。

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.