Classroom Games in Economics : A Quantitative Assessment of the `Beer Game'
AbstractUsing an experiment, I compare the use of the `Beer Distribution' classroom game with the more traditional `chalk and talk' approach to teach students about inventories and the macroeconomy. My empirical results confirm and extend our understanding of the relative strengths and weaknesses of the use of classroom games : the game tends to improve interest and motivation on average, though some students dislike their use ; the game is e ective at driving home its key messages, but it may wrongly lead students to disregard other important factors ; the game is inferior where facts mastery or definitional learning is required. Rather than an endorsement or a criticism of classroom games, the conclusion is cautionary advice on how to best make use of games within an overall course. Key words: Classroom experiments and games ; motivation ; student learning outcomes JEL classification: A22 ; C90
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Bibliographic InfoPaper provided by University of Warwick, Department of Economics in its series The Warwick Economics Research Paper Series (TWERPS) with number 964.
Date of creation: 2011
Date of revision:
Find related papers by JEL classification:
- A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
- C90 - Mathematical and Quantitative Methods - - Design of Experiments - - - General
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-05-30 (All new papers)
- NEP-EVO-2011-05-30 (Evolutionary Economics)
- NEP-EXP-2011-05-30 (Experimental Economics)
- NEP-GTH-2011-05-30 (Game Theory)
- NEP-PKE-2011-05-30 (Post Keynesian Economics)
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