DATA: Parliamentary Simulations and Learning (PSL)

This study investigates the effectiveness of a parliamentary simulation in higher education using a randomized experimental design (N = 130) comparing an intensive simulation of the Spanish Congress of Deputies with an active control condition based on case analysis. The research addresses gaps in the literature, including limited experimental evidence and scarce understanding of procedural, metacognitive, and psychosocial mechanisms in simulation-based learning. Participants in the simulation engaged in immersive role-playing, legislative negotiations, committee work, and plenary sessions, while the control group analyzed identical cases through structured discussions. Learning outcomes were assessed via pre–post tests of parliamentary knowledge, blinded evaluations of negotiation skills, and a surprise transfer task three months later.

Here we provide:

PARLIAMENTARY SIMULATION QUESTIONNAIRE

SYSTEMATIC OBSERVATION GUIDE

SYNTHETIC DATA

RUBRICS