Simulation games in Public Relations




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Peer reviewed


Rationale (development) We all experience difficulties in maintaining academic standards in a diverse classroom. It is not that we as lecturers do not work hard to organise teaching materials but it is more about how students process and learn from those materials. Our intention is to make students overcome the learning barrier. In other words we are in a mission to minimise the gap rather bridge the gap between Susan and Roberts in the classroom. We are sure that by now you all know who what we mean by referring to Susan and Robert. But just to put it in context, Susan is the student with clear academic and career goals. In other words she is academically committed. On the other hand, we have Robert, who does not have a burning ambition to excel academically, but wants to earn the degree to get a job. This indicates two different approaches to learning- Susan adapts a more deep learning approach as she is enthusiast about what she is doing, whereas Robert takes a surface learning approach as he may have not taken even a subject of his choice because of industry expectations. Hence it is easier for Susan to pick up the keystone in the lecture whereas Robert struggles in that situation. So our challenge as a lecturer is to change the usual learning method to keep Robert motivated in the course. After careful consideration and looking at different teaching and learning experiments both in UK and internationally, we propose that this gap can certainly be minimised by using simulation games in the classroom. Simulation games can help students learn at micro levels to then apply at a macro level. In other all students can learn locally here at DMU and then apply it globally in work environments, depending on wherever they are heading to. The use of simulation games provides a unique way of creating a context for experiential learning in classrooms that can be further enhanced if a follow up debriefing session is organised. It is necessary to provide students a hospitable and receptive space after careful contextual considerations after they have experienced the simulation games within classroom. The ways that space and time are created for participant’s reflection and sharing of experience through conversations in the debriefing sessions can make a critical difference between having experience and learning from it. The debriefing session is complex and demanding. Conversation is the medium for the debriefing process through which learning emerges. Inductive reflection and learning- construction of knowledge- deductive approach Exchange and not debate Students to weave their patterns of relationality and interdependency- differing ways of perceiving and responding.



teaching, learning, simulation, public relations


Lahiri, I. (2017) Simulation games in Public Relations. Learning and Teaching Conference, De Montfort University, June 2017.


Research Institute

Media and Communication Research Centre (MCRC)