Enhancing comparative politics education in the Asia-Pacific region: A study on the effectiveness of Chinese checkers game for strategy and negotiation learning

Strategic thinking in undergraduate political education

In the realm of undergraduate political education, the cultivation of strategic thinking emerges as a pivotal skill. Scholars acknowledge the fundamental mission of political science programs to nurture critical thinking within their student body (Manweller & Harvey, 2013). Critical thinking, widely deemed a cornerstone of undergraduate education, carries profound significance (Loeb et al., 2017). In the context of political science, strategic thinking encompasses the capacity to dissect intricate political scenarios, foresee potential ramifications, and construct effective tactics for the realization of desired objectives. This emphasis on strategic thinking underscores the need to bridge the gap between theoretical and practical coursework (Park & Lee, 2021). A tangible example is found in the domain of design undergraduates, who must transcend their shortsighted perspectives and apply strategic thinking within practical, multicultural, and interdisciplinary settings (Park & Lee, 2021). To internalize strategic thinking and design thinking, it is imperative to sustain a steady stimulus (Park & Lee, 2021). Therefore, infusing practical applications and real-world instances into political education holds the potential to facilitate the acquisition of strategic thinking skills.

Moreover, the maturation of strategic thinking is intricately tied to the advancement of critical thinking competencies. Within undergraduate political science programs, pedagogical strategies commonly employ the concept of critical thinking (Manweller & Harvey, 2013). The deliberate and strategic integration of assignments focused on critical thinking has been empirically proven to substantially enhance the critical thinking prowess of undergraduate students (Ralston & Bays, 2015). Thus, the infusion of critical thinking exercises and assignments into the landscape of political education serves as a pivotal avenue for nurturing strategic thinking skills.

Furthermore, it is noteworthy that various other factors exert influence over the development of strategic thinking abilities among undergraduates. Research indicates that the quality of instruction, the nature of the learning environment, and the motivation levels of students wield a substantial and affirmative correlation with critical thinking skills (Kua et al., 2018). As such, the creation of a supportive and intellectually stimulating educational milieu, the delivery of high-quality pedagogy, and the encouragement of students’ motivation collectively contribute to the evolution of strategic thinking proficiencies within the domain of undergraduate political education.

Gamified learning in undergraduate learning experiences

Gamified learning has garnered significant attention within the realm of higher education as an innovative approach aimed at tackling challenges related to student motivation and engagement (Subhash & Cudney, 2018; Buckley & Doyle, 2014; Dichev & Dicheva, 2017). This educational strategy integrates game elements into the learning process, with the primary goal of enriching motivation, enhancing engagement, and ultimately improving learning outcomes (Sailer & Homner, 2019). Its prominence extends across diverse fields, encompassing education, health professions, and mathematics education (Gaalen et al., 2020; Gentry et al., 2019; Chen et al., 2023; Kaya & Ercag, 2023).

Empirical studies underscore the constructive impact of gamified learning on various learning facets. A comprehensive review of empirical research in educational gamification has consistently shown that its implementation results in elevated levels of motivation, engagement, and overall enjoyment of learning tasks (Hamari & Koivisto, 2014). In the context of health professions education, a systematic review has indicated that well-structured gamified learning experiences are conducive to reinforcing students’ learning behaviors and nurturing a positive attitude toward learning, ultimately culminating in improved learning outcomes (Gaalen et al., 2020). Nevertheless, the effects of gamified learning on specific skill outcomes exhibit variability, as articulated in a systematic review within health professions education, revealing that while some studies reported favorable outcomes, the overall effects were not uniform (Gentry et al., 2019). This underscores the notion that the efficacy of gamified learning is context-dependent and contingent on the specific skills under consideration.

Within the theoretical framework of gamified learning, the indirect influence of gamification on learning outcomes is postulated (Sailer & Homner, 2019). This suggests that gamified learning can be instrumental in enhancing learning outcomes by stimulating motivation and promoting engagement, thereby contributing to improved learning performance. Additionally, the strategic design and execution of gamified learning activities wield substantial influence over their effectiveness. Research has demonstrated that the utilization of multiple representations and scaffolding techniques within gamified mathematics teaching can stimulate students’ critical thinking and advance their problem-solving skills (Chen et al., 2023). Correspondingly, a study probing into the impact of a challenge-based gamification program on learning outcomes noted an augmentation in learners’ flow levels, albeit not of statistical significance (Kaya & Ercag, 2023). This underscores the significance of factoring in instructional design principles and theories, such as flow theory, when embarking on gamified learning initiatives (Buckley & Doyle, 2014; Alsawaier, 2018; Kalogiannakis et al., 2021).

The integration of gamification within educational settings represents a pedagogical approach that seeks to harness game-like elements, including challenges, rewards, and competitive aspects, in order to enhance the interactive and enjoyable facets of the learning experience (Buckley & Doyle, 2014; Alsawaier, 2018). This methodology is rooted in the idea of stimulating students’ intrinsic motivation by affording them opportunities to tackle complex problems, surmount obstacles, and actively engage in critical thinking endeavors (Alsawaier, 2018). Extensive research supports the contention that gamified learning interventions can have a favorable impact on the participation and academic performance of undergraduate students (Buckley & Doyle, 2014). A comprehensive investigation involving a sizable cohort of undergraduate students revealed the influence of intrinsic and extrinsic motivation on their levels of engagement and performance within an online gamified learning intervention (Buckley & Doyle, 2014). The inherent fun and captivating nature of gamified environments serve as motivating factors, prompting students to eagerly partake in learning activities and cultivate their cognitive and problem-solving proficiencies (Alsawaier, 2018).

Additionally, the implementation of gamified learning has been explored across various academic disciplines, spanning health professions education (Gentry et al., 2019), science education (Kalogiannakis et al., 2021), mathematics education (Chen et al., 2023; Zainol, 2022), and entrepreneurship education (Isabelle, 2020). In health professions education, the assessment of serious gaming and gamification has revolved around their efficacy concerning patient outcomes, knowledge acquisition, skill development, professional attitudes, and satisfaction (Gentry et al., 2019). Within the realm of science education, the adoption of gamification strategies has yielded increased student engagement and heightened learning efficacy (Kalogiannakis et al., 2021; Rico et al., 2023). Similarly, in mathematics education, gamified learning activities, which incorporate multi-representational scaffolding and cognitive tools, have proven effective in fostering advanced problem-solving skills (Chen et al., 2023). Furthermore, the gamification of entrepreneurship education has been shown to enrich students’ educational experiences, bolster their engagement, and enhance their self-efficacy within the entrepreneurial domain (Isabelle, 2020).

It is worth noting that while gamified learning can significantly boost motivation and performance, some students may continue to encounter challenges in specific subjects, even within a gamified learning context (Palaniappan & Noor, 2022). Nonetheless, the integration of gamification strategies can still yield tangible improvements in students’ academic performance and motivation within these disciplines (Palaniappan & Noor, 2022). Gamified learning offers notable advantages compared to alternative pedagogical approaches, such as peer-learning strategies and active learning methods, as it underscores the development of higher-order thinking skills, problem-solving capabilities, and critical analytical skills (Cheng et al., 2022).

Chinese checkers and strategic thinking in undergraduate students

Chinese checkers has been recognized for its association with strategic thinking among undergraduate students. The acquisition of strategic thinking skills, a pivotal cognitive ability encompassing situation analysis, decision-making, and future planning, has garnered significant attention (Rua et al., 2021; de la Puente Pacheco et al., 2022; Rico et al., 2022).

Engaging in a game of Chinese checkers necessitates the employment of strategic thought processes, as participants are tasked with contemplating numerous moves in advance while considering their opponents’ potential actions (Rua et al., 2021). Research has aptly highlighted that participation in board games, including Chinese checkers, can substantially augment students’ strategic thinking proficiencies. Board games construct a controlled environment wherein players can hone their skills in strategic decision-making and problem resolution (Rua et al., 2021). Such games impel students to adopt a critical outlook, scrutinize the gaming board, and devise ingenious strategies to outmaneuver their rivals (Rua et al., 2021). In consequence, students, through active participation in such endeavors, have the opportunity to cultivate their strategic thinking competencies.

Additionally, an array of studies underscores the role of undergraduate research experiences in fostering the development of students’ strategic thinking abilities. These research ventures provide students with valuable opportunities to grapple with intricate problem-solving tasks, decipher data, and render informed judgments (Seymour et al., 2004; Hunter et al., 2007). These experiences inherently mandate strategic contemplation concerning research objectives, methodological approaches, and eventual outcomes (Hunter et al., 2007; de la Puente Pacheco et al., 2021; Landazury et al., 2022). Consequently, students emerge from these engagements possessing the prowess to think strategically and apply their erudition in real-world contexts.

Moreover, insights derived from the realm of cross-cultural decision-making styles suggest that Chinese students may inherently possess a predilection for strategic thinking. Enriched by Confucian principles, Chinese culture places a premium on harmonious consensus and decision-making compromise (Park et al., 2015). Consequently, Chinese undergraduate students, historically and societally steeped in these cultural values, may exhibit a proclivity toward strategic thinking, especially when partaking in group decisions (Park et al., 2015). This postulation intimates that Chinese students may possess an innate inclination for strategic thinking, which can be further nurtured through activities like playing Chinese checkers. The document acknowledges strategic thinking as a fundamental cognitive ability encompassing the aptitude to dissect intricate situations, make prudent decisions, and formulate forward-thinking plans (Rua et al., 2021). Chinese checkers, a strategic board game, necessitates players to engage in profound strategic thought processes by requiring them to contemplate several moves ahead and anticipate opponents’ actions (Rua et al., 2021). Prior research has already elucidated that participation in board games, particularly Chinese checkers, offers promising avenues to augment the strategic thinking abilities of students. These games provide a constructive, simulated milieu for students to immerse themselves in strategic decision-making and problem-solving (Rua et al., 2021).

In this context, the primary research hypothesis assumes a pivotal role, asserting that undergraduate students who integrate Chinese checkers into their academic endeavors will manifest conspicuous enhancements in their strategic thinking capabilities in comparison to their counterparts who do not engage in such activities. This hypothesis emanates from the notion that the inherent strategic components of Chinese checkers significantly contribute to the development of strategic thinking skills. It lays the foundation for a comprehensive exploration of the influence of this strategic board game on the cognitive growth of undergraduate students.

Beyond the strategic merits of Chinese checkers, the document also underscores the significance of undergraduate research experiences in fostering strategic thinking skills among students. These research undertakings equip students with the proficiency to tackle intricate problem-solving, engage in rigorous data analysis, and make informed, strategic decisions (Seymour et al., 2004; Hunter et al., 2007; Pozo-García et al., 2020). Such experiences mandate students to adopt a strategic perspective when delineating research objectives, selecting methodologies, and deciphering research outcomes (Hunter et al., 2007). Moreover, given the profound impact of culture on decision-making styles, the document posits that Chinese undergraduate students, steeped in the values of their cultural heritage influenced by Confucian principles that emphasize harmony and compromise, may inherently exhibit an inclination toward strategic thinking (Park et al., 2015). This lays the groundwork for the second research hypothesis, proposing that Chinese students, owing to their cultural values and potential proclivity towards strategic thinking, will display heightened strategic thinking skills. This intrinsic predisposition can be further nurtured through activities such as playing Chinese checkers, extending beyond the confines of the academic realm.

These two hypotheses anchor the research, offering a structured framework for the study’s exploration of the multifaceted relationships between Chinese checkers, strategic thinking development, and the influence of cultural values.

Participants

The experimental group comprised 93 undergraduate students currently pursuing the Asia Pacific Comparative Politics course. Within this cohort, a predominant age bracket ranged from 21 to 22 years, signifying a group of young adults in the advanced stages of their academic journeys. Their age distribution attests to a level of academic maturity and experience. Notably, the majority of this group is composed of female students, aligning with the broader trend of increased female enrollment within social science and political science programs. This gender representation contributes to the diverse and dynamic academic milieu.

In terms of academic backgrounds, the experimental group exhibited a wide spectrum of prior academic performance, evident from their respective GPAs, which spanned from 3.7 to 4.3. These GPAs underscore the group’s dedication to their studies, with most students achieving above-average academic results. The diversity in GPA range suggests a mix of individuals who consistently excelled in their coursework and others who displayed substantial potential for academic growth. This range highlights the prospect for academic enhancement through the integration of Chinese checkers gameplay within their Comparative Politics curriculum.

Crucially, all 93 students within the experimental group shared enrollment in the Asia Pacific Comparative Politics course, demonstrating a collective academic interest in the political landscape and governance of the Asia-Pacific region. This course specialization offers a focused and contextually relevant platform for the incorporation of strategic board games, such as Chinese checkers. Their mutual enrollment reflects a shared aspiration to gain deeper insights into the political dynamics, policies, and comparative analyses specific to the Asia-Pacific region.

The control group is comprised of 86 undergraduate students pursuing a degree in International Relations, with a specialized focus on Asia Pacific Comparative Politics. These students, aged between 21 and 22, form a relatively homogeneous age group within the control cohort. Notably, the gender distribution within the control group is skewed towards females, indicating a predominantly female demographic engaged in this academic pursuit.

Within the control group, students present a spectrum of prior Grade Point Averages (GPAs), serving as a metric for their academic backgrounds. GPAs range from 3.7 to 4.3, reflecting a diverse range of academic experiences and levels of scholastic achievement. This GPA diversity offers a valuable foundation for evaluating the introduction of Chinese checkers into their curriculum as a potential enhancer of strategic thinking and negotiation skills. These collective attributes of the control group render it a suitable benchmark for comparison against the experimental group, which underwent a similar academic journey but without the incorporation of the game into their coursework.

It is noteworthy that the control group, while sharing similarities with the experimental group, did not receive exposure to the game of Chinese checkers as an instructional tool during their Asia Pacific Comparative Politics course. This distinction allows for a controlled investigation into the game’s influence on strategic thinking and negotiation skills within the confines of this specialized academic context.

Academic and statistical procedure

The Comparative Politics in Asia Pacific course provided students with a comprehensive and immersive exploration of the region’s diverse facets, encompassing geography, economics, politics, and negotiation processes. In the initial phase, students embarked on a journey into the geographical dimensions of Asia Pacific, delving into physical geography and the region’s remarkable biodiversity. These foundational aspects not only contributed to a deeper understanding of the local ecosystems but also played a pivotal role in negotiations involving resource allocation and environmental accords.

In addition to geography, the course offered a thorough investigation into the economic landscape of Asia Pacific, shedding light on trade agreements categorized by geographical sectors and spatial agglomeration. This comprehension of economic geography proved instrumental in the negotiation of international trade agreements and deciphering the intricate web of economic interests prevalent in the region. Furthermore, the course emphasized the influence of philosophy and religion on the region’s dynamics, recognizing the profound impact of cultural elements on diplomatic negotiations.

A pivotal component of the curriculum was the study of political geography in Asia Pacific. Students were exposed to the geopolitical landscape, including territorial disputes that often necessitated negotiation and diplomatic resolutions. The negotiation aspect of the course was enriched with immersive simulations and case studies, ranging from historical negotiations to contemporary diplomatic dialogues within the region.

Moreover, the course directed its focus towards an examination of political, economic, and social development indicators unique to Asia Pacific, all of which held significant relevance in the context of negotiations. Students were equipped with the skills to utilize economic indicators and qualitative analyses to inform their negotiation strategies. Exploring the historical underpinnings of economic development in the region served as a vital backdrop for trade negotiations, while the study of social indicators provided valuable insights into the social dynamics of the region and their profound influence on political negotiations.

In addition to the internal dynamics within the region, the course placed considerable emphasis on the global interactions of the Asia Pacific, particularly in the context of negotiation processes. The curriculum included a comprehensive examination of the region’s political-economic relationships with other global entities, such as its negotiations with the European Union, Latin America, the United States, Africa, and Russia. Through the study of these global negotiations, students were afforded valuable insights into the Asia Pacific’s role on the world stage and the intricate nature of international diplomacy and trade negotiations. The course also delved into the significance of regional organizations and forums, including APEC and ASEAN, underscoring their pivotal roles in shaping regional policies, fostering cooperation, and influencing negotiation strategies.

Within the experimental group, the implementation of Chinese checkers transpired during the six to eleven-week period of a 14-week academic semester. Throughout this interval, a dedicated professor took on the responsibility of guiding and overseeing the seamless integration of Chinese checkers into the curriculum. This professor ensured that the game harmoniously aligned with the objectives and subject matter of the Asia Pacific Comparative Politics course.

Spanning four academic semesters from 2021 to 2022, this study evolved as an ongoing experiment. The introduction of Chinese checkers to the students in the experimental group was carried out with meticulous care. Prior to commencing the gameplay, an extensive briefing on the game’s rules, strategic components, and its relevance to the study’s objectives was provided to the students. This introductory session served as a vital cornerstone for the subsequent integration of Chinese checkers into the classroom environment.

Significantly, all students in the experimental group were duly informed about the nature and purpose of the study, which encompassed the validation of the two hypotheses. They were unequivocally assured that their participation was entirely voluntary, and the confidentiality of their personal information was of utmost priority. The research team acquired written consent from each participating student in strict compliance with the ethical guidelines stipulated by the EDUCATION FOR ALL ONLINE organization, which both funded and granted approval for the study. This meticulous adherence to ethical principles ensured that the study adhered to the highest ethical standards, meticulously safeguarding the rights and privacy of all participants.

The integration of Chinese checkers into the curriculum of the Asia Pacific Comparative Politics course was a pioneering initiative aimed at enriching students’ strategic thinking and negotiation skills. It provided an interactive platform for students to actively immerse themselves in the subject matter, fostering a dynamic and engaging learning environment. This longitudinal experiment, spanning multiple academic semesters, was meticulously designed to evaluate the pedagogical impact of game-based learning in the realm of international relations education. Through this research endeavor, the study sought to yield valuable insights into effective teaching methodologies and their profound influence on student academic outcomes.

Additionally, as an integral facet of the study’s implementation, the instructor conscientiously observed and evaluated the participation of students in the experimental group throughout the duration of six to eleven weeks. This comprehensive observation encompassed multifaceted dimensions of their academic engagement, including active involvement in discussions pertaining to the course’s academic themes, their perspectives on contemporary geopolitics, and the depth of their contributions to classroom discourse. This holistic assessment not only enabled the instructor to assess the influence of Chinese checkers on students’ strategic thinking and negotiation skills but also provided a profound understanding of their overall academic engagement and critical thinking capabilities within the framework of the Asia Pacific Comparative Politics course. The observational component thus enriched the study with qualitative insights that complemented the quantitative data, culminating in a comprehensive and well-rounded evaluation of the study’s outcomes.

The research hypotheses in this study underwent stringent statistical analyses to assess their validity. Initially, the first hypothesis, which proposed that students’ participation in strategic gameplay using Chinese checkers would lead to a statistically significant enhancement in their academic scores, was rigorously examined through a Paired-Samples T-Test. This statistical method involved comparing the mean academic scores of the participants before and after their engagement with Chinese checkers. The selection of the Paired-Samples T-Test was apt for this study since it is well-suited for analyzing changes within the same group following an intervention. The outcomes of this analysis indicated a notable improvement in academic performance for both the experimental group (p = 0.017) and the control group (p = 0.023) following their respective encounters with Chinese checkers. The presence of modest p-values underscores the statistical credibility of the first hypothesis by ruling out random chance, thus providing substantive support for its validity.

In addition, the validation of the first hypothesis was approached from an alternative perspective through the implementation of an Independent-Samples T-Test. This quantitative analysis was specifically conducted to assess the effect of Chinese checkers on students’ academic performance, comparing the post-Chinese checkers academic scores between the experimental and control groups. The results derived from the Independent-Samples T-Test revealed a statistically significant discrepancy in academic performance, with the experimental group demonstrating superior performance over the control group (p = 0.042). These findings served as corroborating evidence that students actively engaging with Chinese checkers exhibited significantly enhanced academic performance concerning strategic thinking and negotiation skills. The application of Independent-Samples T-Tests not only reinforced the statistical validity of the first hypothesis but also furnished supplementary confirmation of the constructive influence of Chinese checkers on academic performance.

Furthermore, the researchers performed an additional Analysis of Variance (ANOVA) to examine the influence of Chinese checkers on students’ academic performance concerning strategic thinking across various distinct groups. The ANOVA findings revealed statistically significant disparities between the control group and the different experimental subgroups, further substantiating the educational efficacy of Chinese checkers. The F-Value, standing at 3.78, coupled with a corresponding p-value of 0.026, served to underscore the statistical significance of the initial hypothesis. This extensive array of statistical methodologies, including the Paired-Samples T-Test, Independent-Samples T-Test, and ANOVA, collectively fortified the validation of the first hypothesis, delivering a rigorous analysis of the research queries pertaining to the enhancement of students’ strategic thinking in the realm of a Comparative Politics course through the assimilation of Chinese checkers.

Research instruments

The initial phase of assessment was primarily aimed at establishing a foundational understanding of the participants’ pre-existing levels of strategic thinking and negotiation skills prior to the integration of Chinese checkers into the academic curriculum. Following this, the subsequent phase of evaluation focused on identifying any observable changes or enhancements in these skills subsequent to their exposure to the game. The design of the questionnaires for this purpose was characterized by a thoughtful approach, encompassing Likert-scale inquiries to gather quantitative data and open-ended questions aimed at eliciting qualitative insights. This comprehensive methodological framework enabled the research team to carry out a comprehensive and well-rounded analysis of the development of these skills.

In parallel with the administration of questionnaires, the assessment of the first hypothesis relied significantly on game performance metrics. As Chinese checkers was seamlessly integrated into the educational curriculum, records were maintained concerning students’ performance within the game environment. This encompassed the systematic documentation of game outcomes, the tracking of participants’ strategic moves, and the in-depth analysis of the strategic methodologies employed during the course of gameplay. These multifaceted assessment strategies collectively provided valuable insights for the research endeavor. The data that support the findings of this study are available on request from the corresponding author under certain restrictions.

The research instruments employed in the study provided invaluable insights into the interaction between students in the experimental group and Chinese checkers, offering a comprehensive understanding of their gaming strategies and performance. The participants’ gameplay choices and decisions were meticulously observed, facilitating a nuanced comprehension of their approaches. Ten key findings were derived from this analysis:

Initially, a prominent pattern emerged within the participants, featuring distinct gameplay styles. Some students opted for an aggressive approach, rapidly expanding their territory and engaging in early confrontations. In contrast, others leaned towards a more defensive strategy, methodically consolidating their pieces and positioning for strategic advantages. Additionally, the students exhibited remarkable adaptability in their gameplay, showcasing their capacity to adjust their strategies in response to evolving in-game circumstances. This adaptability was particularly noticeable when students encountered unforeseen challenges or opportunities throughout the gameplay.

Furthermore, the analysis highlighted that students who actively participated in class discussions and expressed strong opinions regarding contemporary geopolitics often displayed assertive gameplay styles. They demonstrated a greater willingness to undertake strategic risks and engage in confrontational situations during the game. These findings collectively contribute to a comprehensive understanding of the students’ engagement with Chinese checkers and its potential impact on their strategic thinking and negotiation skills.

In the course of the investigation, a noteworthy revelation surfaced: a penchant for cooperative play became evident among several students. In their engagement with Chinese checkers, certain individuals opted to forge alliances and engage in collaborative efforts with their peers. This cooperative endeavor distinctly underscored the social facet of the game, accentuating the pivotal roles of negotiation and coordination in achieving collective goals.

Furthermore, the study unveiled a correlation between strategic piece placement and spatial thinking abilities. Those students who exhibited adeptness in adroitly positioning their pieces on the board demonstrated a heightened capacity for spatial cognition. Their aptitude for exercising control over key areas within the game’s framework was frequently linked to elevated success rates.

The analysis shed light on a recurrent theme: a penchant for forward movement and offensive maneuvers was closely intertwined with students who emerged victorious. Those who embraced an assertive approach, characterized by deftly capturing opponent’s pieces and expanding their territorial dominion, often found themselves in the winner’s circle.

Additionally, the research emphasized the role of precision moves and outmaneuvering tactics as defining characteristics of consistently successful students. This discovery underscored the significance of meticulous planning and judicious decision-making during the game. By scrutinizing the students’ in-game performance, the researchers were able to discern tangible enhancements and shifts in their strategic thinking and negotiation tactics over the study’s duration. This real-world assessment added a dynamic and empirical dimension to the research, furnishing palpable evidence of the game’s influence on the targeted skills.

The study also incorporated focus group interviews conducted at strategic junctures during the research endeavor. These interviews served as invaluable tools for delving into the participants’ subjective experiences and perceptions. They offered qualitative insights into the impact of Chinese checkers on students’ strategic thinking and negotiation skills. Participants were encouraged to share their thoughts, strategies, and any noticeable alterations in their problem-solving approaches and negotiation techniques, both within the context of the game and in broader settings, such as classroom discussions and their viewpoints regarding contemporary geopolitics. These interviews, replete with contextual richness and personal narratives, added depth to the study’s findings, enriching the overall comprehension of the intervention’s effects.

The academic performance of students within both the experimental and control groups played a pivotal role in the examination of the study’s hypotheses. These academic records, in conjunction with the research instruments and gaming metrics, furnished essential quantitative data for evaluating the influence of integrating Chinese checkers into the curriculum on the enhancement of students’ strategic thinking and negotiation skills. Through an analysis of the shifts in academic achievements, combined with the data extracted from gameplay and questionnaire responses, the study aimed to deliver a comprehensive appraisal of the hypotheses and their implications for student educational outcomes.

In alignment with the assessment of students’ gaming performance and academic standings, a Likert scale questionnaire was applied to assess their grasp of political strategic thinking and negotiation skills concepts. This questionnaire comprised a set of meticulously crafted statements designed to probe various facets of strategic thinking and negotiation skills. These statements offered participants the opportunity to articulate their perspectives and self-evaluate their competencies, providing valuable self-reported insights to complement the quantitative and qualitative insights derived from the gaming metrics and academic data.

The creation of the Likert survey focusing on political strategic thinking and negotiation skills concepts drew upon the utilization of several pertinent references. Specifically, Waring et al. (2022) had previously conducted a qualitative interview study with the aim of comprehending the political skills and behaviors indispensable for steering the implementation of health services transformation. Their discoveries had identified five overarching categories of political skills and behaviors, encompassing personal and interpersonal attributes, strategic thinking, communication proficiencies, networking abilities, and relational tactics. These insights, in turn, played a pivotal role in shaping the development of Likert scale items pertaining to these dimensions of political skills and behaviors.

Munyon et al. (2014) embarked on a comprehensive meta-analytic investigation focused on the intricate interplay of political skill and its influence on work outcomes. Their study primarily harnessed field study survey designs, thereby affording profound insights into the foundational underpinnings of political skill and its multifaceted impact on various work-related achievements. The findings from this scholarly endeavor served as a sturdy pillar of support, justifying the integration of survey items probing the ramifications of political skill on work outcomes within the Likert survey.

In the year 2022, Waring, in conjunction with the research team, delved into the intricate realm of political skills and associated behaviors among healthcare leaders amid the implementation of substantial system-wide transformations. Their meticulous inquiry brought to light a framework of political skills and behaviors akin to those unearthed in the prior reference, encompassing dimensions such as personal and interpersonal qualities, strategic thinking, communication proficiency, adept networking, and the astute utilization of relational tactics. The corpus of evidence gleaned from this endeavor substantiated and further fortified the rationale for including these nuanced dimensions in the Likert survey.

Moreover, in the annals of academia, Jing and McDermott’s seminal work in 2012 unfurled a captivating exploration of strategic maneuvers intertwined with political skills. Their investigation, set against the backdrop of the transformation of state-owned enterprises in China, cast a discerning light on the realms of negotiation, manipulation, and coercion within the political domain. The profound insights culled from this study reverberated in the incorporation of items specifically tailored to assess negotiation skills and tactics within the Likert survey, enriching the comprehensiveness of the research instrument.

Lastly, Tasa’s 2023 scholarly pursuit illuminated the intricate dynamics of political skill and its far-reaching implications on cooperation, reputation, and the ultimate outcomes stemming from negotiation processes. This seminal contribution cast a revelatory spotlight on the intricate nexus between political skill and cooperative behaviors. The insights gleaned from Tasa’s investigation significantly informed the meticulous crafting of Likert scale items designed to gauge cooperation within the realm of negotiations, thereby augmenting the instrument’s capacity to elucidate these multifaceted intricacies.

In the work conducted by Kolodinsky et al. (2007), researchers had undertaken the evaluation of specific components within an extended model addressing political skill and its influence on the effectiveness of various tactics, which encompassed persuasion, manipulation, and negotiation. This academic endeavor had served to establish a theoretical framework for comprehending the dimensions of political skill and how they interrelate with the efficacy of influence tactics. The findings derived from this scholarly reference had been instrumental in substantiating the inclusion of survey items pertaining to influence tactics within the Likert survey.

Higazee and Allah (2022) had undertaken a thorough exploration of the intricate relationship between political competencies and the negotiation behaviors exhibited by front-line nursing managers. Their study had unveiled a significant association, wherein individuals possessing well-developed political skills had demonstrated a greater propensity to assertively guide negotiations and bolster social networks to navigate complex, contradictory scenarios. The wealth of insights garnered from this particular reference had served as a valuable resource, offering profound understanding of the dynamics between political skills and negotiation behaviors. Such insights had proven pivotal in guiding the formulation of Likert scale items dedicated to the assessment of negotiation skills within the context of the study.

This multifaceted approach meticulously applied throughout the research process had ensured a holistic and comprehensive exploration into the potential impact of Chinese checkers on the specific skill set targeted within the domain of the Asia Pacific Comparative Politics course. Through the integration of diverse scholarly references and empirical investigations, the study aimed to provide a well-rounded understanding of the subject matter and its potential implications.