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Do Business Students Benefit From Playing Economics Classroom Games

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Project assessed if games improved the learning experience, and if students ... Two workshop groups & 1 control group. Lectures. Introduce a concept. Run games ... – PowerPoint PPT presentation

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Title: Do Business Students Benefit From Playing Economics Classroom Games


1
Do Business Students Benefit From Playing
Economics Classroom Games?
  • Economics Network Mini Project
  • Mike Walsh
  • Coventry University
  • Ref DEE conf 09 TCs and games business v4

2
(1) Introduction
  • Students state a preference for active learning
  • Classroom games and experiments help
  • Promote active learning
  • Introduce / embed economic concepts
  • Address differing learning styles
  • Business students find economics relatively
    difficult

3
  • Project assessed if games improved the learning
    experience, and if students acquired selected
    threshold concepts
  • Consider year 1 Business students on a compulsory
    economics module
  • No economics beyond year1
  • Promote understanding and working knowledge
    (Salami 2005)
  • YOU WILL PLAY THE PRODUCTION GAME

4
(2) Method
  • Two workshop groups 1 control group
  • Lectures
  • Introduce a concept
  • Run games
  • Give limited feedback in lecture
  • Follow up exercises with two research groups

5
  • Evaluation
  • Short answer questions in summative assessment
    (EXAM)
  • Student questionnaires to evaluate student
    satisfaction with the learning process

6
(3) Games
  • Game Production game
  • Simplified Tennis Ball Game
  • Threshold concepts considered Marginality and
    economic modelling.
  • Resources developed
  • Worksheet focusing on cost rather than production
    theory, particularly understanding of AC MC
  • Problematic in the past
  • Linking results to perfect competition exit of
    BA from regional air routes
  • http//www.economicsnetwork

7
(No Transcript)
8
  • Game Deal or no deal.
  • Threshold concept considered Opportunity cost
  • Deal or No deal
  • Game International Trade Game
  • Threshold concepts considered Elasticity,
    opportunity cost, partial equilibrium
  • http//www.economicsnetwork
  • Game Exchange Rates
  • Threshold concepts considered Partial
    equilibrium and economic modelling

9
(4) Results
10
(a) Economics Network Questionnaire April-May
2008
  • Student satisfaction with games high

11
I found the economics classroom games useful
4 or 5 on the Likert scale - strongly / very
strongly agreeing with the statement N 51
12
The classroom games helped link economics to
business issues
13
Which game was most useful (score of 4 or 5)?
  • Production Game 80
  • International Trade Game 74
  • Exchange Rate Game 65
  • Deal or No Deal 44

14
(b) Coventry University Module Questionnaire May
2008)
  • Selected student answers to the question What
    were three good things about the module?
  • Games explain the real world
  • The use of games and case studies to emphasis
    points
  • Action learning is also included within lectures
    (games, videos etc)
  • Students are able to get more involved in
    lectures. The lectures keep my attention

15
(c) Summative Assessment
  • May 2008 Exam
  • Students had to identify and explain threshold
    concepts that were relevant to business
    situations

16
(No Transcript)
17
(5) Conclusions
  • Games made economics more interesting
  • Need follow up activities
  • No clear evidence from exam questions regarding
    acquisition of threshold concepts
  • Games take up valuable time, but benefits can
    outweigh the costs

18
Bibliography
  • Emerson T and Taylor B, Comparing Student
    Achievement Across Experimental and
    Lecture-Orientated Sections of a Principles of
    Microeconomics Course, Sothern Economic Journal,
    70 (3)
  • Hedges M, (2004), Case study Tennis Balls in
    Economics, Economics Network
  • Holt C, (1999), Teaching Economics With
    Classroom Experiments, Southern Economic
    Journal, 65 (3)
  • Meyer J and Land R, (2002), Threshold Concepts
    and Troublesome Knowledge (1) linkages to ways
    of thinking and practicing within the
    disciplines, ISL 2002 Conceptual Paper
  • Salami M, (2005) Teaching Economic Literacy
    Why, What and How', International Review of
    Economics Education, vol 4, issue 2
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