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Facilitating Classroom Economics Experiments with an Emerging Technology: The Case of Clickers

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  • Liu, Donald J.
  • Walker, J.D.
  • Bauer, Theresa A.
  • Zhao, Meng

Abstract

The authors discuss how they used the audience response system (ARS) to facilitate pit market trading in an applied microeconomics class and report the efficacy of the approach. Using the ARS to facilitate active learning by engaging students in economics experiments has pedagogical advantages over both the labor-intensive approach of pencil-and-paper and the capital-intensive route of relying on networked or on-line computer labs which oftentimes preclude or restrict face-to-face student interactions. Thus, the new method of conducting experiments represents an added advantage on top of such conventional functions as taking attendance and administering quizzes of this increasingly popular classroom technology.

Suggested Citation

  • Liu, Donald J. & Walker, J.D. & Bauer, Theresa A. & Zhao, Meng, 2008. "Facilitating Classroom Economics Experiments with an Emerging Technology: The Case of Clickers," Staff Papers 44344, University of Minnesota, Department of Applied Economics.
    • Handle: RePEc:ags:umaesp:44344
    DOI: 10.22004/ag.econ.44344
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    1. Marko Grobelnik & Charles A. Holt & Vesna Prasnikar, 1999. "Classroom Games: Strategic Interaction on the Internet," Journal of Economic Perspectives, American Economic Association, vol. 13(2), pages 211-220, Spring.
    2. Hans Gremmen & Jan Potters, 1997. "Assessing the Efficacy of Gaming in Economic Education," The Journal of Economic Education, Taylor & Francis Journals, vol. 28(4), pages 291-303, December.
    3. Cardell, N Scott, et al, 1996. "Laboratory-Based Experimental and Demonstration Initiatives in Teaching Undergraduate Economics," American Economic Review, American Economic Association, vol. 86(2), pages 454-459, May.
    4. Bradley J. Ruffle, 2003. "Competitive Equilibrium and Classroom Pit Markets," The Journal of Economic Education, Taylor & Francis Journals, vol. 34(2), pages 123-137, January.
    5. Charles A. Holt, 1996. "Classroom Games: Trading in a Pit Market," Journal of Economic Perspectives, American Economic Association, vol. 10(1), pages 193-203, Winter.
    6. Yvonne Durham & Thomas Mckinnon & Craig Schulman, 2007. "Classroom Experiments: Not Just Fun And Games," Economic Inquiry, Western Economic Association International, vol. 45(1), pages 162-178, January.
    7. Tisha L. N. Emerson & Beck A. Taylor, 2004. "Comparing Student Achievement across Experimental and Lecture-Oriented Sections of a Principles of Microeconomics Course," Southern Economic Journal, John Wiley & Sons, vol. 70(3), pages 672-693, January.
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    Cited by:

    1. Keith Brouhle, 2011. "Exploring Strategic Behavior in an Oligopoly Market Using Classroom Clickers," The Journal of Economic Education, Taylor & Francis Journals, vol. 42(4), pages 395-404, October.
    2. Martha L. Olney, 2016. "Explaining "In the Aggregate" Concepts with Clickers," Journal of Economics Teaching, Journal of Economics Teaching, vol. 1(2), pages 71-90, December.
    3. Sucharita Ghosh & Francesco Renna, 2009. "Using Electronic Response Systems in Economics Classes," The Journal of Economic Education, Taylor & Francis Journals, vol. 40(4), pages 354-365, October.
    4. Omar Altwijri & Elham Alsadoon & Ahmad Abdul-Wahhab Shahba & Walid Soufan & Saud Alkathiri, 2022. "The Effect of Using “Student Response Systems (SRS)” on Faculty Performance and Student Interaction in the Classroom," Sustainability, MDPI, vol. 14(22), pages 1-20, November.

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