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Classroom Games: Strategic Interaction on the Internet

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  • Marko Grobelnik
  • Charles A. Holt
  • Vesna Prasnikar

Abstract

Economics is often taught at a level of abstraction that can hinder some students from gaining basic intuition. However, lecture and textbook presentations can be complemented with classroom exercises in which students make decisions and interact. The approach can increase interest in, and decrease skepticism about, economic theory. This feature offers short descriptions of classroom exercises for a variety of economics courses, with something of an emphasis on the more popular undergraduate courses.

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File URL: http://www.aeaweb.org/articles.php?doi=10.1257/jep.13.2.211
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Bibliographic Info

Article provided by American Economic Association in its journal Journal of Economic Perspectives.

Volume (Year): 13 (1999)
Issue (Month): 2 (Spring)
Pages: 211-220

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Handle: RePEc:aea:jecper:v:13:y:1999:i:2:p:211-220

Note: DOI: 10.1257/jep.13.2.211
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  1. Holt, Charles A, 1985. "An Experimental Test of the Consistent-Conjectures Hypothesis," American Economic Review, American Economic Association, vol. 75(3), pages 314-25, June.
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Cited by:
  1. Capra, C. Monica & Goeree, Jacob K. & Gomez, Rosario & Holt, Charles A., 2000. "Predation, asymmetric information and strategic behavior in the classroom: an experimental approach to the teaching of industrial organization," International Journal of Industrial Organization, Elsevier, vol. 18(1), pages 205-225, January.
  2. Oscar Molina Tejerina, 2004. "Precios predatorios: Una revisión teórica y evidencia experimental," Investigación & Desarrollo 0104, Universidad Privada Boliviana, revised Mar 2004.

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