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Classroom Games: Strategic Interaction on the Internet


  • Marko Grobelnik
  • Charles A. Holt
  • Vesna Prasnikar


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.

Suggested Citation

  • 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.
  • 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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    References listed on IDEAS

    1. Holt, Charles A, 1985. "An Experimental Test of the Consistent-Conjectures Hypothesis," American Economic Review, American Economic Association, vol. 75(3), pages 314-325, June.
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    Cited by:

    1. Oscar Molina Tejerina, 2004. "Precios predatorios: Una revisión teórica y evidencia experimental," Investigación & Desarrollo 0104, Universidad Privada Boliviana, revised Mar 2004.
    2. 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.

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    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate


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