Teaching Geopolitics with LEGO® Bricks
Moroz David and Alves Sarah
EM Normandie – Metis Lab, France
Volume 20: 2025, pp. 143-170; ABSTRACT
Due to the complexity of the subject matter, geopolitics presents a significant challenge
when it is taught. As a result, numerous pedagogical experiments, such as simulations, serious
games and film analysis, have been reported in the literature to foster a more active learning
experience. However, LEGO® SERIOUS PLAY® (LSP), a systematic process combining
metaphorical modelling, building and peer discussion, has never been tested in this context.
However, this method, which is increasingly used in higher education across a variety of subjects
(e.g. accounting, entrepreneurship, healthcare and medical education), is particularly useful for
addressing complex topics. This article describes an experiment with undergraduate students at a
French business school. A comparative study (LSP workshops vs. a control group) found that LSP
workshops are engaging and enjoyable teaching sessions for students. However, their effectiveness
in enhancing learning remains debatable, as our findings revealed mixed results regarding
performance outcomes.
Keywords: comparative study, LSP workshops, debatable effectiveness, French business school.
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