A Robust, Effective Online Simulation that Increases Engagement​

case study

A Robust, Effective Online Simulation that Increases Engagement


Dr. Hollinger’s classes have been designed around simulations paired with textbooks for years. Originally, he used an in-person simulation he created. When classes suddenly went online, he had to pivot quickly for the new format, and decided to use Statecraft as his new simulation solution. He’s been impressed with what a robust, effective tool it is for an online environment. Plus, it saves him time compared to running a simulation manually.

His students really get into the simulations, even staying after class to play. He sees students naturally making connections to the textbook material and even picking up other unplanned lessons. They’re always surprised to discover that cooperation is the most effective strategy. Dr. Hollinger has set up a unique game configuration strategy that rewards them for peaceful collaboration and also lets them play “risk” at the end of the game just for fun.

For Dr. Hollinger, the best thing about the simulations has been the increased student engagement. This is his third semester using Statecraft Simulations in multiple classes: “Adapting Statecraft has been effective. Now in any online course I teach I’ll use Statecraft.”


Spring 2021, February 22nd


Dr. Keith Hollinger holds a  PhD in governance and globalization, an MA in Political Science and a BS in economics with a concentration on International Economics. He’s been teaching since 2010 and is currently a Senior Lecturer and Director of Undergraduate Education for Polytechnic Social Sciences at Arizona State University. Dr. Hollinger has completed at least five full sim run-throughs of the IR and IO sims in the past year. 


Dr. Keith Hollinger photo

The best thing about Statecraft is the student engagement. My students stay after class to play. I always have 100% participation, and I always have 100% attendance.



I’ve run simulations for years. I built my own intended for face-to-face interactions. What happened was: when we transitioned to Zoom learning, I wasn’t able to deploy my simulation. I use different colored poker chips for resources, it’s not intended to be online. 

In early 2020 everything was “normal” and the University went on spring break. I took a camping trip, was gone for six days and when I came back the whole state was on lockdown. 

Suddenly I had one day to transition my class online. My classes are designed around a simulation paired with a textbook, so I adopted Statecraft as a stopgap. 

I grabbed Statecraft, linked it up with my current syllabus, and just kept rolling. I had some familiarity with it from a conference demo, so I wasn’t afraid to launch it with one day’s notice. 


The students get into it. I actually have situations where I use part of the class for lecture and I can look at them and tell they’re saying, “Just shut up and let us go back to the simulation.” They really get into it.

 I can’t use a master Zoom room because my students do not leave class. Last semester, I had students who would stay online up to four hours after class. Not one single group, many students from all the groups would stay. 


I set it up so students have designated playing time. They break out in their teams twice a week, and then we have big international debates and negotiation as a full group. Since my students don’t leave class when it’s over, I have to assign a new Zoom host. I say: “Okay, when you decide to leave, assign a new host until everyone’s gone. Make sure you keep the room open for everyone.” I assign a new host and go off to teach my next class while I know my other class is still going on.

This simulation is so much more robust for an online environment. 

Even with the Zoom environment, it’s very robust. It helps to coordinate it in Zoom because I can get them locked away into rooms where no one else can hear what they’re doing. Although it does hinder their spying.


The lesson connections just come out naturally. The way the textbook is designed, they read, they stop, they write a little bit about a concept. These are the core concepts of the field for that topic.

Of course, they’re going to see the concepts in the simulation, because they’re describing the macro processes, macro systems. That’s what they’re recreating in the simulation, so it’s an obvious link for them. I think it’s extremely effective. 


I have students use the memos to relate what aspects of their textbook they’re observing and experiencing in the simulation. Then they have a textbook shared writing, where I ask them to talk about the simulation in terms of the textbook with each other.

Whatever the content is for the textbook chapter, I focus on that in the simulation.

I’ll give you an example: I have two classes right now whose chapters align in the textbook. They’re both dealing with global terrorism. I challenged them last class to see if they could find a solution to global terrorism in the simulation. Right now they’re actually applying the chapter in both classes, trying to solve the global terrorism problem. 

Through the application the students are able to pick up all kinds of other little aspects that you wouldn’t think to teach in a lecture class. 

For example, when dealing with the terrorists, they also learned about minority politics. Or with the melting glacier climate crisis I can focus on the sustainable development aspect. I challenge them to come up with a sustainable development plan and propose it to the other countries for a treaty.


Students are always shocked to learn that cooperation at the international level is more efficient and effective at meeting goals for everyone involved, regardless of their government type. 

They notice as soon as they go into some form of intense competition all their resources are consumed. The lesson is: yes, be competitive… but be cooperative first.


I set it up so that students don’t know when the simulation is going to end. I build in 10 turns extra, so that it goes past the end of the semester right now. They can roughly figure it out because the textbook ends. This is a generation of gamers. They know how to win the game, and they’ll figure it out early from looking at the awards at the end.  

Once I give awards and they receive their grade points, I have a tradition: they get to go to war. Now it’s just for fun. They can use whatever resources they built up to play risk and destroy everything.

So they build these awesome cooperative systems, and then they use those countries to fight it out, just for a game. They think it’s a lot of fun. It gives them an incentive. 

They want to cooperate just enough to make sure that everything gets achieved and no one goes to war before grading. They also want to maneuver themselves so that they’re dominant; they know there’s an endgame war coming. They know that they’re building up for this war, and they don’t know who’s going to be on top. That adds a lot of uncertainty. It makes it more realistic, because isn’t that possibility what countries are always preparing for?


Running my original in-person my simulation was extremely time consuming. I did everything manually with spreadsheets and bags full of poker chips in the room. Statecraft absolutely saves me time administering the simulation.

I have brief lectures and discussions to make sure they’ve gotten the main points. I’ll administer a quiz on the most important components in class. I make sure they’re getting the material, I answer any questions. Then they go into the breakout rooms and they are in negotiations, and I just cycle through the rooms to manage negotiations. 

It saves a lot of course prep time because they’re actively engaged in the application. It’s a helpful Simulation.


The best thing about Statecraft is the student engagement. My students stay after class to play. I always have 100% participation, and I always have 100% attendance.

Since I have these dedicated playing times, my students are afraid to miss class. Because things happen, and then they get lost… They’ll miss one class, and then they won’t miss any more. They let their teams know they’re very engaged. If they’re not going to be in class, they make sure that they send out whatever their decisions will be, their opinions and they set up a proxy, and let me know.

It’s really improved student engagement and retention. Adapting Statecraft has been effective. Now in any online course I teach I’ll use Statecraft.

Experience Statecraft for Yourself

These awesome results are available for your class too! Book your demo today to get a personalized tour and have all your questions answered. Or read on for more information about the International Relations Simulation or International Relations Lite Simulation products.  

Builds Community, Creates Learning Connections & Aids in Assessments ​

case study

Builds Community, Creates Learning Connections & Aids in Assessments


Dr. Kristin Vekasi used Statecraft International Relations for the first time this semester in her 150+ student Intro to World Politics course.

A top benefit was that the simulation helped create community in a large all-online class that could have felt impersonal. Students at least got to know six or seven other classmates in their simulation groups really well and it created laughter plus fun inside jokes for the class.

The automated component and helpful Statecraft materials also helped ease her workload. In a class that has students who are both political science majors and others who take it for general education, the broad range of backgrounds makes it difficult to assess students. In Statecraft students enter at the same level so it was much easier to assess what they had learned.

Since her class was so large she had two different simulation groups. Despite nearly-identical situations they had dramatically different results, which was very interesting and created teaching opportunities.


Fall 2020, December 16th


Kristin Vekasi, PhD, is an Associate Professor at the University of Maine Department of Political Science, in the School of Policy and International Affairs. She has been teaching for nine years and this was her first semester using Statecraft IR in her Intro to World Politics lower division 100-level course. It’s a large 150+ student course that has political science and international affairs majors but also students from across the university who take it as a general education class. 


Dr. Kristin Vekaski Headshot

In a big class like this that has students outside of the major my students have a really broad range of backgrounds. It makes it difficult to assess what I had given them.

With Statecraft they all came in at the same place and I was able to actually assess: “Ok, how were you able to apply this theory in this way?” That was awesome; I really, really liked that element of using the simulation​.



I enjoy and value using simulations in the classes that I teach. It was my first time teaching a class this large. I have some simulation activities that might have worked in a live classroom setting but for a large all-online class that wasn’t going to work. So I looked into a bunch of different options. 

I found Statecraft and liked how it had components that were group-oriented and would also build interaction and community for students who would never actually meet one another, and who felt isolated this semester. I really liked that community component. 

It would be too difficult, I decided, for me to be able to monitor some of the other longer-term simulations I considered in online capacity when I had 150 students in the class. 

I really liked how Statecraft is very automated but also really interactive; it eased the burden on me. It isn’t just the students interacting with the computer and getting automated feedback. It is a human endeavor with an automated component. That was initially compelling for me.


It worked out really well. My class was broken into two groups and each group had a live zoom call one day a week. In this live class I would do activities related to whatever we were studying: discussions, discussion questions, maybe a mini-lesson. Then the students would have 20 to 30 minutes with their Statecraft group. 

So every week, at least in class (and I know they did a lot out of class as well) they would be with the same people week after week after week. In this really big class where they didn’t get to meet a lot of people this semester, they at least knew 6 or 7 students pretty well. That was great. 

Overall it led to some really fun back and forth, especially on zoom. The students would be ragging on each other in the chat as we were talking and it created good inside jokes for the class. Again, that led us to build community that we wouldn’t have been able to do otherwise. 



They had weekly quizzes where they had to write a short answers. For example, we had been talking about norms in international relations and they were able to apply that concept in the simulation. When I asked a question like: “In your Statecraft simulation what is one norm that you think has emerged, have there been any rogue states?”

Students would respond: “Oh well, I know that this was a norm, here’s a norm and I know that it was a norm because of this and this person violated it and we saw this reaction.”

It gave me a way to assess whether they were able to apply concepts outside of the exact sentences that were within the textbook. I saw them make connections.


In a big class like this that has students outside of the major my students have a really broad range of backgrounds. Some of them will be really familiar with, say, post World War II history, or are WWI buffs… and then others are asking: “There was something called the Cold War… what is that?” This broad background range makes it hard for me in terms of designing exams. It makes it difficult to assess what I had given them.

With Statecraft they all came in at the same place and I was able to actually assess: “Ok, how were you able to apply this theory in this way?” That was awesome!

I really, really liked that element of using the simulation.


I had two parallel worlds that didn’t interact with each other. Sometimes I would briefly share what was happening in the other world in the other class, just in a sentence or two. But they were never in the same, not even in the zoom room, and they got the same information from me every week.

Despite that the worlds diverged a LOT. They were so different, it was a very interesting result! One of the worlds was very cooperative, and worked cooperatively on technology and scientific innovation. They established a league of democracies and they worked diplomacy. That’s where they were successful, but that group didn’t manage to solve some of the collective security problems. They didn’t manage to eliminate terrorism, for example.

Then the other group, when the simulation ended they were in a full-blown entangling alliances WW1 situation. However they did manage to eliminate terrorism as well as the pirates.

So I wondered if it was because they were just different personalities? But the classes, you know, 70+ people in each group is a lot! And they were assigned randomly to the different groups.

It was very interesting… given different initial starting conditions you can go really different directions. That was fun and surprising for me!


It definitely created teaching opportunities. When we did our debriefs at the end of the semester I debriefed each group on the other simulation as well. We talked through things like domestic regime types and the importance of the individual leader personalities in foreign policy making. 

It also prompted a conversation about neighbors because we had the different maps and they chose different regime types. So there were questions like: How much of a security threat is your neighbor vs someone is further away? How do neighbors affect your initial foreign policy strategy? It was an interesting lesson.


I think the vast majority of students enjoyed it. Being on zoom calls is kind of a drag. It made that element a lot more fun for a lot of students.

I know some really really got into it, there were a few that didn’t and it stressed them out… but I think anything would have stressed those students out. I could tell that the very engaged students who always had their cameras on found it really interesting and had a lot to say about it.


I didn’t have good logistics for memos at the beginning of the semester, so that was really challenging. Initially it was difficult for me to easily know week by week what had happened. I had some challenges with the memos because there were a lot. I tried to give students a break. I always had them writing me on Monday morning saying “Oh I forgot to submit my memo, can I still do it?”
I had to say: “Well, you can’t. That’s not the way the system is designed.” 

So created a work-around to accept late memos. I ended up using our university learning management system. Plus I had to develop a strategy to decide which memos to read: for example, figure out who was the president and always read their memos.

Next time I’ll do memos via my Learning Management System and try to make policies clearer. I got better at that as the semester went on, and I learned how to use the interaction log. The next time I’ll be better at my memo strategy.


To deal with the policies challenge I mentioned: I would use the conditional release material in my learning management system to make students read and agree to policies. So the first day, or maybe the second week of Statecraft, I would put up an “Expectations of Statecraft” quiz that they had to take before they could access the next bit of material. It would say things like: “I understand that I have to write a memo every week and this is when it’s due.” A checklist making those expectations really clear in a way that can’t be missed.

Another recommendation: using Statecraft materials should be incorporated right from the beginning. I didn’t figure this out until about halfway through the simulation. The quiz questions or short essay questions or that sort of thing; use them from turn 1 or 2. 


I worked with the customer service team and they were incredibly responsive. When I had questions they were always answered.

Joe came to both of my classes and that was great. I wish I had done that earlier, it helped students a lot.

Maybe not on the first day, but a week after I introduced it I would ask someone from Statecraft to come speak to the class the next week when they’re all confused and just starting out.

I am not going to be teaching this class for another few semesters because of a sabbatical but I wish I was because I want to do it again! I will do it again.


Experience Statecraft for Yourself

These awesome results are available for your class too! Book your demo today to get a personalized tour and have all your questions answered. Or read on for more information about the International Relations Simulation or International Relations Lite Simulation products.  

Worth It: Sim Creates Emotional Connections to Course Material​​

case study

Worth It: Sim Creates Emotional Connections to Course Material​​


When Dr. Cigdem Sirin’s fully online asynchronous course moved from a 7 to a 16-week format, she felt the need to add something to her curriculum to create engagement and excitement. She decided to give Statecraft a try, but had some concerns. Would it work?

Fortunately, she was pleased with the results! She saw increased engagement and peer connection in the virtual world. The simulation created a way for students to apply what they were learning and make connections to course material. The dramatic situations created emotional responses that foster empathy for real-world problems countries experience. She’s confident the high engagement and emotional connection will also equate to long-term knowledge retention. Plus, Statecraft support took care of all of her technical concerns. 

At the conclusion of the sim, she is glad she gave Statecraft a chance. The benefits for she and her students outweighed the costs.


Fall 2020, November 18th


Dr. Cigdem Sirin is an Associate Professor of Political Science and the Director for the Center for Faculty Leadership and Development at the University of Texas at El Paso. She’s been teaching for 12 years. This was her first semester using the Statecraft International Relations (IR) Simulation. 


Dr. Cigdem Sirin Photo

At the end I was very pleased, I liked it! The way students wrote their weekly memos I could see that they enjoyed the simulation and they did engage with their peers.

The risk paid off. I am happy that I took a chance with the simulation because it really gave me that missing engagement piece in a remote environment.



I had two main motivators:

First, I felt the need to find creative, innovative ways to engage the students and create interaction. I’m teaching this IR course fully online and fully asynchronous. In a pandemic we all feel very isolated, we lack the human contact that would happen in a face-to-face class. In a simulation like this they’re part of a team. They not only have to interact with their team members but also engage in negotiations and discussions with other teams. It’s the perfect platform to give them peer-to-peer interaction.

Second, my class had a shift from a 7-week compact format to a 16-week full-term format. I thought it would feel monotone if I dragged the same 7-week content out for 16 weeks. I wanted something to fill that time gap.

I wanted Statecraft to be an extra bonus for students that would augment my existing material and introduce excitement. 


The Statecraft simulation worked very well!

I was dreading it, to be honest. While I was finalizing my syllabus before the semester began, I thought: “Do I really want to do this simulation for the first time? What if it doesn’t work? What if it’s not good? What if we don’t have enough support?”

I took a risk! Every time you try something new in your course you’re taking a risk, especially if the course is doing well already.

One of my concerns was that there would be technical glitches and I would end up playing the role of tech person. But that didn’t happen. Statecraft support was great. Joe is amazing. He even came to the live information session that I created.

At the end I was very pleased, I liked it! Every week I asked students to provide simulation memos, like little journals. The way that they wrote those memos I could see that they really enjoyed the simulation and they did engage with their peers.

The risk paid off. I am happy that I took a chance with the simulation because it really gave me that missing engagement piece in a remote environment.


This is a game, it’s a lot more fun than interacting through discussion posts! 

Of course there is an incentive for them to be invested since a portion of their grade will depend on their actions in the simulation. But I told them that our first and foremost priority is to have fun; to use this simulation as a fun opportunity to learn.

I set the ground rules at the beginning: “Let’s have fun; keep it cool.”

Setting this tone kept them engaged and it did keep it fun.


I asked questions for the simulation memos like: “How is your country doing right now? What strategies did you apply? Are there connections to the course material?” I really liked reading student responses when they said things like: 

“Oh, look! This is the security dilemma that we just read about. Oh, look! This is prisoner’s dilemma. Oh, look! This is hegemony; this is bandwagoning; this is power balancing.“ 

I loved hearing these words because these things do happen in the real realm of international relations and they are making those connections.


A top benefit is the application of course material. Students were able to draw connections and then get excited as they saw themselves manifest the course concepts in a simulated world. 

They kept saying, “I like how we are applying what we learn.” 

They are not just reading about how to ride a bike, they are actually “riding a bike” in a sense. I like that application component of the simulation. 


Emotions are real. Even if it’s a simulation, emotions are real. The more students get into the simulation, the higher the emotions.

Just this week in one of my countries the president got impeached. Yes, she got removed from office and she said “This was because of my power-hungry colleagues.”

I talked to the students involved and they said “Don’t worry, professor, it’s part of our master plan.” They were planning an unexpected surprise attack and it was part of their scenario. Imagine: what if it was a real life impeachment? They didn’t think the president of their country was doing a good job and so they successfully removed the president!

These dramatic situations can happen. Some students may take it way seriously, and it may be on the verge of a real-life tension. So you have to check in on your students, monitor the situation and act as mitigator sometimes to make sure that everybody still understands this is a game and there shouldn’t be personal attacks.


Part of the simulation experience is replicating what actually happens in real life international relations. In the memos one student said “Well they’re ganging up on us and they’re sharing technologies, and it’s not really fair.” You know what? International relations is not fair.

Think about G7, or the European Union. I gave the example of Turkey, my country of origin. Turkey has wanted to be part of the European Union for a long time. It still has its bid for member status but I don’t see a wedding in their near future. Of course they want to be part of the European Union; it’s an organization where countries share technologies and have free movement of people. That’s just one example of how some other countries may think “It’s not fair! They have this nice quality of life, this nice coalition, this nice set-up and I’m losing from it.” G7: again, it’s the same situation where a bunch of developed nations are taking a much bigger share of the world resources. The other countries may be working hard but they cannot compete, so look what happens.

The students said, “We were going to use our resources to purchase big projects but now that we lost to this gang of nations, we are just going to use it for military.” That’s exactly what happens, right? Radicalization of some countries in the world: they see that there’s no channel for them to do well, so what do they do? They go to black markets, they go rogue.


The simulation exposed why some nations are forced to be more militaristic and stay less developed. Now the students better understand that path. 

Their emotions get activated: they’re mad at the other students doing these things… but they’re replicating exactly what happens in the real realm of international relations.

This personal experience with frustrations and challenges creates empathy. That is my research area, so I’m really big on gamification. Serious educational games like this are great tools to create empathy.


I think the simulation will facilitate knowledge retention in the long run. 

For example, now they clearly see the benefits of cooperation. They’ve personally experienced that if it’s an all-conflict, all-out war, Hobbesian type of world, that would be a horrible state of chaos. Now they understand the concept of anarchy with the absence of a central government enforcing decisions in the international realm. It makes them appreciate the value of cooperation and international institutionalism, plus what a big challenge it is for countries.

Many of them have told me, “Now we understand how hard it is to achieve cooperation in foreign policy and international relations.” 

ONLINE challenges & benefits

This class is fully asynchronous so it was hard for my students to find a common time to meet on a regular basis. I was impressed, though, the students did find a way to make it work. 

Next time I’m teaching this course, ideally I could have it be a hybrid synchronous/asynchronous online format with set meeting times. Having set time reserved that students could use for Statecraft activities would make life easier. 

Despite this challenge, the simulation does offer the benefit of having the interaction that you usually lack in a fully online environment. 


The collective action problem is part of the risk of team-based learning. The benefits are very high, but there’s always the risk that some will try to exploit the situation and be a free rider. 

Peer evaluations are important to monitor the situation; that would be a piece of advice I can offer to other instructors. By supplementing the individual memos with the peer evaluations, you send the message that this is not a team project where everybody gets the same grade; everyone will be graded individually on their participation.

Within the simulation there are protections embedded, plus if you instill these key monitoring mechanisms you can overcome that hurdle.

You also have to set ground rules from the very beginning because there will be a lot of interaction; including interaction that you cannot trace. They will be having both public and private meetings. Some things will be posted as manifestos or public exchanges, but many interactions happen behind the scenes. You just want to monitor the situation. Log in on a regular basis and engage with the students. 

favorite features

I’m happy that I took that risk, it’s a good simulation!


Experience Statecraft for Yourself

These awesome results are available for your class too! Book your demo today to get a personalized tour and have all your questions answered. Or read on for more information about the International Relations Simulation or International Relations Lite Simulation products.  

Improves Engagement, Forces Critical Thinking & Creates Connection

case study

Improves Engagement, Forces Critical Thinking & Creates Connection


Instructor Nadia Jilani-Hyler found Statecraft when looking for a way to increase engagement in a summer class with long hours. The students “had an absolute blast” and she discovered how useful a simulation can be as a teaching tool. 

Using a Statecraft simulation not only achieves her goal of increasing engagement but also requires critical thinking, which is hard to teach. As she plays the role of political advisor, she sees her students struggle with the “grey area” in the simulation. Their questions and stress demonstrate that they are experiencing lesson topics in a personal way and actually learning. The students who step up and take on leadership roles can be surprising. Often it’s not the “straight-A” students who most excel in the sim; it’s the students who can navigate ambiguity and get excited about a game learning format. 

This year with the move to an all-online class format the simulation has been a huge help by creating a sense of connection for students in large 200+ student asynchronous digital classrooms.


Fall 2020, November 12th


Nadia Jilani-Hyler has been a political science Lecturer at Augusta University in Georgia for the past five years. She has used both the Statecraft International Relations (IR) simulation and the Statecraft U.S. Government simulation in at least five classes. She was a beta tester for the U.S. Government simulation in 2018.

Instructor Jilani-Hyler is currently running the

Dr. Nadia Jilani-Hyler Headshot

I like that the simulation encourages critical thinking because I want my students to be informed citizens who are able to navigate the government system. I approach the class as a way to teach them that they know enough to make decisions. To show up and vote. To volunteer for a campaign.



I started using the IR Simulation from Statecraft when I was teaching an International Relations summer class that met five days a week in long three-hour blocks. I wanted something that would break up the lectures and still be engaging material.  

The students absolutely loved it, they had a blast. It made me realize how useful simulations can be in the classroom.

When I started teaching American Government for the first time here at Augusta University I sought out a simulation I could use. First I tried “World of Politics” which is a set of digital sim materials I had to administer. It was really clunky and so much work I gave it up after one semester. 

Then in 2018 I saw the U.S. Government Sim mentioned on the Statecraft website. When I talked to Joe he said it was in beta testing and I was so eager to find something that I asked “Well, can my students do the beta testing!?” I’ve used it almost every semester since then. 


Yes! Playing the U.S. Government Simulation is a type of experiential learning that teaches students aspects of how American Government works. 

If they’re playing the role of a member of congress, for example, they realize by playing the role how complicated BEING a member of congress is. That your time is split between trying to pass legislation and seeking reelection. That both of those things are connected in some ways but are also disparate in a lot of ways too.

The intricacies and complexities between varying interests are very difficult to just talk about in a lecture or read about in a textbook. In the sim the students actually experience this complexity.

gamifying learning

It’s almost like each student has a piece of a puzzle that they have to put together to solve the terrorist problem, for example. They have to be good, diligent communicators to be able to avert that crisis. While also trying to keep public opinion in their court, not only for the president’s reelection but also in case they want to use strategies like bulk data collection and military tribunals and things like that. 

The sim enhances student’s understanding of American Government even if they don’t necessarily realize it. They just think that they are playing a game.


The students get very stressed out by the difficult decisions they have to make and they are not sure what the right answer is. When they email me asking me what to do, I respond “This is how our elected officials have to be feeling! They don’t necessarily know the right answer; they’re having to guess the right answer a lot of the time too!”

The student’s stress, their struggles and their questions are big indicators that they feel the impact of the simulation and are learning lessons in a way they wouldn’t get from a lecture.


My large classes are asynchronous with all 220 students online. Making these classes more engaging and giving the students some sense of connectedness was really important to me.

For most of these students, it’s their very first semester and their introduction to what college is going to be like. Most of them don’t know each other. They’ve been thrown into a very strange new environment and on top of that COVID19 is happening.

Imagine going to a party and you don’t know anybody; how can you get to know the other people in the room with you? One thing that you can do is play a game! 

Statecraft is that icebreaker party trick: a game that I can use to get the students talking together and interacting with each other.


They can voice their opinions or take a stance on things like military tribunals or bulk data collection, which are real world issues, but it’s a fake world in which we’re applying them. That gives them a little bit of anonymity that feels very protective when you’re discussing online.

The simulation gives students something that’s not the real world to talk about; it’s a safe opportunity for them to speak out more.


The critical thinking aspect is a major benefit of the simulation. Critical thinking and problem solving are difficult to teach, especially in an intro-level American Government class. 

I like that the simulation encourages critical thinking because I want my students to be informed citizens who are able to navigate the government system. I approach the class as a way to teach them that they know enough to make decisions. To show up and vote. To volunteer for a campaign. 


Augusta University is a Science and Health oriented school, so most of my students are majoring in scientific fields and they’re used to black and white answers, constants. From day one I teach my students that politics isn’t that! It’s the opposite of black and white. It’s a grey area.

I love that there is a lot of grey area built into the sim. It can push some of my straight-A students—who are used to rote memorization and things being black and white—to a point where they can’t make a decision because they aren’t sure which one is the “right” decision. Sometimes the “best” students in the class feel out of their element playing a game like this so they might not be the ones who really excel at it.

The students who end up stepping up, taking on leadership roles and truly engaging are sometimes a surprise. It might be the students who have been struggling who have finally found something that they can engage with and that excites them. That’s an aspect of the sim experience that’s really interesting.


I frequently end up playing the role of political advisor for my students. When they do have questions about what the right move is going to be I typically won’t tell them “This is the right move…” but I will say “Ok, well, these are your options and let’s talk about what all the possible consequences of your options are in relation to your goals and what you want to accomplish.”

I usually launch the sim after we’ve covered the three branches of government or at least the two branches that are playing in the game. That means we’re playing while we’re talking about elections, campaigns, and the media impact on politics. 

I can pull the game into lectures and say “Just like my media players are learning the media can have a profound impact on what’s happening in the world by choosing to run a story or not run a story…” for example



My experience with the Statecraft Customer Service team has been fantastic. Ross was assigned to my class this time and he’s always there responding to student concerns and questions. If there seemed to be a glitch he would react to it immediately. Having that kind of support was huge, especially with 220 students.

I’ve had a really positive experience with Statecraft going back many years and I hope that they continue to update and improve these sims.


My advice for a teacher launching Statecraft for the first time is: Be engaged yourself! It probably could run without you, but you’re not getting the full understanding of how your students are engaging with it if you’re not engaging yourself.

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