Reflections on ten years of using economics games and experiments in teaching

References

• Anderson, L., & Holt, C. (1996). Classroom games: Information cascades. Journal of Economic Perspectives, 10, 187–193.https://doi.org/10.1257/jep.10.4.187
   Google Scholar
• Balkenborg, D., & Kaplin, T. (2009). Economics classroom experiments. Retrieved from Economics Network: http://www.economicsnetwork.ac.uk/handbook/experiments ( handbook chapter).
   Google Scholar
• Ball, S., Eckel, C., & Rojas, C. (2006). Technology improves learning in large principles of economics classes: Using our WITS. American Economic Review, 96, 442–446.https://doi.org/10.1257/000282806777212215
   Web of Science ®Google Scholar
• Ball, S., & Holt, C. (1998). Classroom games: Speculation and bubbles in an asset market. Journal of Economic Perspectives, 12, 207–218.https://doi.org/10.1257/jep.12.1.207
   Google Scholar
• Becker, W. (2001). What does the quantitative research literature really show about teaching? ( Unpublished paper). Bloomington: Indiana University.
   Google Scholar
• Brandts, J., & Schram, A. (2001). Cooperation and noise in public goods experiments: Applying the contribution function approach. Journal of Public Economics, 79, 399–427.https://doi.org/10.1016/S0047-2727(99)00120-6
   Web of Science ®Google Scholar
• Cardell, S., Fort, R., Joerding, W., Inaba, F., Lamoreaux, D., Rosenman, R., … Bartlett, R. (1996). Laboratory-based experimental and demonstration initiatives in teaching undergraduate economics. The American Economic Review, 86, 454–459.
   Web of Science ®Google Scholar
• Carter, L., & Emerson, T. (2012). In-class vs. online experiments: Is there a difference? The Journal of Economic Education, 43, 4–18.https://doi.org/10.1080/00220485.2011.636699
   Web of Science ®Google Scholar
• Dickie, M. (2006). Do classroom experiments increase learning in introductory microeconomics? The Journal of Economic Education, 37, 267–288.https://doi.org/10.3200/JECE.37.3.267-288
   Web of Science ®Google Scholar
• Durham, Y., Mckinnon, T., & Schulman, C. (2007). Classroom experiments: Not just fun and games. Economic Inquiry, 45, 162–178.https://doi.org/10.1111/ecin.2007.45.issue-1
   Web of Science ®Google Scholar
• Emerson, T., & Taylor, B. (2004). Comparing student achievement across experimental and lecture-oriented sections of a principles of microeconomics course. Southern Economic Journal, 70, 672–693.https://doi.org/10.2307/4135338
   Web of Science ®Google Scholar
• Frank, R. (2006). The economic naturalist writing assignment. The Journal of Economic Education, 37, 58–67.https://doi.org/10.3200/JECE.37.1.58-67
   Web of Science ®Google Scholar
• Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. London: Further Education Unit.
   Google Scholar
• Goeree, J., & Holt, C. (1999). Employment and prices in a simple macroeconomy. Southern Economic Journal, 65, 637–647.https://doi.org/10.2307/1060823
   Google Scholar
• Goffe, W., & Kauper, D. (2014). A survey of principles instructors: Why lecture prevails. The Journal of Economic Education, 45, 360–375.https://doi.org/10.1080/00220485.2014.946547
   Web of Science ®Google Scholar
• Guest, J. (2009). Introducing games into an intermediate microeconomics module. Retrieved from Economics Network: http://www.economicsnetwork.ac.uk/showcase/guest_games
   Google Scholar
• Hansen, W. L., Salemi, M. K., & Siegfried, J. J. (2002). Use it or lose it: Teaching literacy in the economics principles course. American Economic Review (Papers and Proceedings), 92, 463–72.
   Web of Science ®Google Scholar
• Holt, C. (1996). Classroom games: Trading in a pit market. Journal of Economic Perspectives, 10, 193–203.https://doi.org/10.1257/jep.10.1.193
   Web of Science ®Google Scholar
• Holt, C., & Anderson, L. (1996). Classroom games: Understanding Bayes’ rule. Journal of Economic Perspectives, 10, 179–187.https://doi.org/10.1257/jep.10.2.179
   Google Scholar
• Holt, C., & Capra, M. (2000). Classroom games: A prisoner’s dilemma. The Journal of Economic Education, 31, 229–236.https://doi.org/10.1080/00220480009596781
   Web of Science ®Google Scholar
• Holt, C., & Laury, S. (1997). Classroom games: Voluntary provision of a public good. Journal of Economic Perspectives, 11, 209–215.https://doi.org/10.1257/jep.11.4.209
   Web of Science ®Google Scholar
• Holt, C., & Sherman, R. (1999). Classroom games: A market for lemons. Journal of Economic Perspectives, 13, 205–214.https://doi.org/10.1257/jep.13.1.205
   Web of Science ®Google Scholar
• Isaac, R. M., Walker, J., & Thomas, S. (1984). Divergent evidence on free riding: An experimental examination of possible explanations. Public Choice, 43, 113–149.https://doi.org/10.1007/BF00140829
   Web of Science ®Google Scholar
• Meadows, M., & Billington, L. (2005). A review of the literature on marking reliability ( Commissioned report to the National Assessment Agency). London: AQA.
   Google Scholar
• Newstead, S. (2004). Time to make our mark. The Psychologist, 17, 20–23.
   Web of Science ®Google Scholar
• Palfrey, T., & Prisbrey, J. (1997). Anomalous behavior in public goods experiments: How much and why? American Economic Review, 87, 829–846.
   Web of Science ®Google Scholar
• Race, P. (2015). The lecturer’s toolkit (4th ed.). London: Routledge.
   Google Scholar
• Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London: RoutledgeFalmer.
   Google Scholar
• Stigler, G. J. (1963). Elementary economics education. American Economic Review, 53, 653–659.
   Web of Science ®Google Scholar
• Watts, M., & Schaur, G. (2011). Teaching and assessment methods in undergraduate economics: A fourth national quinquennial survey. The Journal of Economic Education, 42, 294–309.https://doi.org/10.1080/00220485.2011.581956
   Web of Science ®Google Scholar