Using classroom game play in introductory microeconomics to enhance business student learning and lecture attendance

Abstract

The author examined whether game play improves students’ comprehension, attendance, and exam performance. The author designed three games; 120 students in introductory microeconomics classes participated in these experiments. The evidence showed that game play enhances students’ attendance, comprehension, and exam performance. It also showed that attendance and exam performance are positively correlated, implying that game play enhances students’ exam performance due to improved attendance. While game play is a fun, lively, and creative way to teach economics and improve students’ attendance, comprehension, and exam performance, in light of higher costs, instructors should decide whether the benefits of conducting game play outweigh the costs of using this method.

Keywords:

• Classroom game play
• exam performance
• lecture attendance
• student learning

Notes

1 The proctor came to the class to administer a survey a couple of minutes before the first exam started. The instructor was not in the classroom when the survey was administered. Students were told by the proctor that they could choose whether or not to participate in the study, and that the survey did not count towards their final course grade. There was no interview and no audio- or video-taping during the survey.