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Increasing online student engagement with a gamified logic puzzles project

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  • Sikkink, Bret

Abstract

This paper will present a semester-long project that combines two pedagogical strategies used in an online learning environment: gamification and logic puzzles. Gamification uses elements of game design to engage and motivate students to explore online course content. In an online introductory economics course, learners applied economic theory to seek solutions to anomalous outcomes in markets or policy. While puzzles have been used in seminars for decades, this novel approach brings structure and rigor to using economic puzzles in an online course, stimulating participation and active learning by using elements of gamification to provide ongoing progress updates and an incentive to solve a final mystery for course credit. This approach requires no specialized software beyond a learning management system (LMS) and a method of digital communication, either in the LMS or via email. This approach was utilized in online AP Microeconomics courses but could be applicable to a variety of subjects and levels within economics.

Suggested Citation

  • Sikkink, Bret, 2025. "Increasing online student engagement with a gamified logic puzzles project," International Review of Economics Education, Elsevier, vol. 49(C).
    • Handle: RePEc:eee:ireced:v:49:y:2025:i:c:s1477388025000143
    DOI: 10.1016/j.iree.2025.100322
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    References listed on IDEAS

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    1. Ana Manzano-León & Pablo Camacho-Lazarraga & Miguel A. Guerrero & Laura Guerrero-Puerta & José M. Aguilar-Parra & Rubén Trigueros & Antonio Alias, 2021. "Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education," Sustainability, MDPI, vol. 13(4), pages 1-14, February.
    2. Michael K. Salemi, 2005. "Teaching Economic Literacy: Why, What and How," International Review of Economic Education, Economics Network, University of Bristol, vol. 4(2), pages 46-57.
    3. Farrell, Joseph, 1988. "Puzzles: Sylvia, Ice Cream and More," Journal of Economic Perspectives, American Economic Association, vol. 2(3), pages 175-182, Summer.
    4. Sam Allgood & William B. Walstad & John J. Siegfried, 2015. "Research on Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 53(2), pages 285-325, June.
    5. William B. Walstad & Ken Rebeck, 2008. "The Test of Understanding of College Economics," American Economic Review, American Economic Association, vol. 98(2), pages 547-551, May.
    6. William E. Becker, 2000. "Teaching Economics in the 21st Century," Journal of Economic Perspectives, American Economic Association, vol. 14(1), pages 109-119, Winter.
    7. Iris Franz, 2020. "Teaching Economics With Analogies - Practical Examples," Journal of Economics Teaching, Journal of Economics Teaching, vol. 5(1), pages 17-29, May.
    8. KimMarie McGoldrick & Robert Garnett, 2013. "Big Think: A Model for Critical Inquiry in Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 44(4), pages 389-398, October.
    9. Robert H. Frank, 2006. "The Economic Naturalist Writing Assignment," The Journal of Economic Education, Taylor & Francis Journals, vol. 37(1), pages 58-67, January.
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    1. Kassis, Mary M. & Hildebrandt, Melanie & Holder, Kim & Boldt, David J., 2025. "Student perceptions of learning with SoftChalk: Economics lessons and activities," International Review of Economics Education, Elsevier, vol. 50(C).

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