Games superheroes play: Teaching game theory with comic book favorites

The valuable insights of game theory sometimes remain out of reach for students who are overwhelmed by the subject's complexity. Comic book applications of game theory, with superheroes as players, can facilitate enthusiasm and classroom interaction to enhance the learning of game theory. Drawing from content in superhero movies and books, the authors construct games to illustrate pure-strategy Nash equilibrium, Bayes-Nash equilibrium, mixed strategies, sub-game perfection, and perfect Bayesian equilibrium. To help instructors build students' skills in finding and interpreting game solutions, they translate comic book scenarios into specific game forms; however, not all scenarios are obvious so they suggest instructors help students develop their own game-theoretic judgments to determine what game forms, payoffs, and solution concepts might be appropriate for understanding a situation.     

How is development economics taught in developing countries?

A survey of instructors and data collected from course syllabi and examinations are used to examine how the subject of development economics is taught at the undergraduate and master's levels in developing countries, compared to undergraduate classes in the United States. Topic coverage, teaching approach, and means of assessment all differ from that in leading U.S. economics departments. Development economics is taught largely as a theoretical subject coupled with case studies in developing countries, with few courses emphasizing use of data or empirical methods. Limited financial resources, the educational level of students, and low involvement of instructors in research are considered as explanations for the way the subject is taught in developing countries. The authors conclude with suggestions for improving teaching of development economics.     

Promoting Active-Student Learning Using the World Wide Web in Economics Courses

During the past 10 years, teaching with computer technology, such as e-mail and the Web, has become customary throughout undergraduate economic education. The authors review the literature on the implications for student learning, present specific educational activities that use a number of different computer technologies, and discuss growing problems, such as "cyber-plagiarism," along with suggesting potential solutions. The future of using technology for teaching economics will be the continuation of recent trends: increased portability in the access to instruction and increased opportunities for interaction, including students' interaction with the material and with the instructor and other students.     

Applications of Generative Learning for the Survey of International Economics Course

Generative learning provides students with opportunities to organize course content, integrate new content with students' current knowledge, and elaborate on course content by making connections to real-world events. These opportunities promote less reliance on professors' lectures and simultaneously create more self-reliance among students. The authors offer categories of generative learning strategies and briefly discuss their merits. They offer ideas for implementing generative strategies into the day-to-day events of an economics course. Although the authors use a survey of international economics course as their example, the ideas in this article could be applied in a variety of economics courses.     

Collaborative teaching pedagogy used in conjunction with a simulation economy

In order to enhance the interest and motivation for students to learn introductory economics, the authors have initiated the creation of a simulation game in which the students are the actors in a self-contained class economy. The students are placed in competitive groups in which they have the role of a firm that produces a good and a household that consumes products. A collaborative learning pedagogy with the simulation was also instituted. Using collected data that measure the impact of this alternative approach, compared to a class taught without the collaborative exercises or the simulation game, it was found that students enjoyed the simulation game and found it worthwhile. Overall, the simulation game and this new approach to teaching introductory economics did not have a negative impact on academic achievement.     

The economics of education and policy: Ideas for a principles course

There are many aspects of the “economics of education” that would make excellent examples for introductory economics students. The author presents two topics that are central to the economics of education and to human capital theory: the economic benefit (or “returns”) to schooling and educational attainment as an investment. There are two key concepts the author hopes students get from this discussion. The first is that there are both private and social benefits of schooling whence we derive the rationale for government intervention. The second is that educational attainment is an investment decision with both costs and benefits, and some risk.     

Enhancing the teaching of introductory economics with a team-based,multi-section competition

The authors describe a unique approach to enhancing student learning at the introductory economics level that utilizes a multi-section, team-based competition. The competition is structured to supplement learning throughout the entire introductory course. Student teams are presented with current economic issues, trends, or events, and use economic tools and theories to comprehensively examine the topics. Students present their analyses in their own sections with one team from each section moving on to compete in an inter-section round. Students are judged on technicality, creativity, and applicability of economic concepts. The competition has the potential to advance students' creativity, collaboration, communication, and critical and analytical thinking skills, while enhancing their ability to apply foundational economic concepts to real-world settings.     

Annual Index

The authors present a constructivist approach for teaching game theory, on the basis, in part, of Axelrod's research approach. Using the Axelrod tournament multi-user system (ATMUS) software, students create strategies for a repeated prisoner's dilemma (RPD). Later, these strategies are matched with those of their classmates' in a classroom tournament while the instructor interactively and graphically demonstrates the behavior of the strategies. A two- to three-week instructional implementation strategy is provided to highlight effective use of the ATMUS software, according to constructivist learning principles, to ensure that students are engaged in critical thinking regarding RPD.     

Class Debates in Intermediate Microeconomics: Social Economics and Pluralist Perspectives

Abstract

This paper proposes the use of class debates in an intermediate-level microeconomics course to introduce early to mid-career undergraduate students to socially embedded and pluralist perspectives, political-economic processes, and policy analyses. Using data from three semesters of class debates in an intermediate microeconomics course, we argue that this activity is a beneficial way to stimulate student interest in social economics, especially in the ethical, political economy, and economic justice aspects of economics and policy. We carried out three allied activities: participation in the debate, a learning self-assessment survey, and a five-page memo providing a balanced analysis of the policy conundrums surrounding the issue under discussion. We discuss three aspects of these class debates relevant to social economists: student attention to processes of knowledge construction, cognizance of power in socioeconomic life, and engagement with economic justice and ethics.     

A Student Learning Inventory for Economics Based on the Students' Experience of Learning: A Preliminary Study

The authors present the initial development of a student learning inventory (SLI) that is specific to economics. This approach, which is based on the student experience of learning (SEL) literature, emphasizes aspects of prior knowledge in the learning history of entering first-year students. Preliminary insights from a first SLI suggest that on entry to university, students show considerable variation in their perceptions of what economics is and what economists do. From the SEL perspective, such variation affects student learning. It is argued that continued development of an economic-specific SLI may result in a better understanding of students' learning engagement with economics and ultimately assist instructors in better understanding student learning difficulties and increase student success in first-year economics.     

Forward induction and entry deterrence: an experiment

The Dixit (Econ J 90:95–106, 1980) hypothesis that incumbents use investment in capacity to deter potential entrants has found little empirical support. Bagwell and Ramey (J Econ 27:660–680, 1996) propose a model where, in the unique game-theoretic prediction based on forward induction or iterated elimination of weakly-dominated strategies, the incumbent does not have the strategic advantage. We conduct an experiment with games inspired by these models. In the Dixit-style game, the incumbent monopolizes the market most of the time even without the investment in capacity. In our Bagwell-and-Ramey-style game, the incumbent also tends to keep the market, in contrast to the predictions of an entrant advantage. Nevertheless, we find strong evidence that forward induction affects the behavior of most participants. The results of our games suggest that players perceive that the first mover has an advantage without having to pre-commit capacity. In our Bagwell–Ramey game, evolution and learning do not drive out this perception. We back these claims with data analysis and a theoretical framework for dynamics. Financial support by the Spanish Ministerio de Ciencia and Tecnología (SEC2002-01352 and SEJ2006-11665-C02-01) and the Barcelona Economic Program of CREA and excellent research assistance by David Rodríguez are gratefully acknowledged. The authors thank Aurora García Gallego and Armin Schmutzler for helpful comments.     

Research Ethics Education in Economics

Abstract

In this paper, we report the findings from the data we collected from a survey in order to measure how common research ethics education in economics is. We have found out that (1) research ethics is taught in only a very few economics departments around the globe; (2) topics related to research ethics are not taught in courses on economics and ethics; and (3) the number of papers published in specialised peer-reviewed journals on economics education is only a tiny fraction of the number of papers published in these journals. There has been no evidence in economics showing that economics departments have taken strong initiative on teaching research ethics to undergraduate and graduate students.     

Interactive Video as an Economic Teaching Supplement

The authors report on the use of six video cassette tapes produced for managerial economics students and used by them as an interactive supplement to typical learning activities. Although performance was not improved, the attitude of the students using the instruction was favorable—in contrast to the negative reactions frequently reported when television is used as a substitute for usual instruction.     

Pod learning: Student groups create podcasts to achieve economics learning goals

In this article, the authors examine two ways that they use music (i.e., popular song lyrics) as an active learning technique in an undergraduate history of economic thought course. First, they use music to help students grasp the ideas of the great thinkers in economics and see their relevance today. Second, because they require students to read original texts and write thesis-driven essays, they use music to teach essential skills related to such assignments. While the article focuses on how they use music as a pedagogical device to teach the history of economic thought, the use of music to teach essential skills could be applied to any economics course in which students engage in higher-level reading and writing.     

The effects of the take-option in dictator-game experiments: a comment on Engel’s (2011) meta-study

In this paper, we report a replication of Engel’s (Exp. Econ. 14(4):583–610, 2011) meta-study of dictator game experiments. We find Engel’s meta-study of dictator game experiments to be robust, with one important exception: the coding of the take-option (List in J. Polit. Econ. 115(3):482–493, 2007; Bardsley in Exp. Econ. 11(2):122–133, 2008; Cappelen et al. in Econ. Lett. 118(2):280–283, 2013). While Engel reports this as having no statistically significant effect, in our replications, we find an economically and statistically significant negative effect on giving in line with the relevant literature.     

Classroom Games: The Allocation of Renewable Resources Under Different Property Rights and Regulation Schemes

The authors describe a renewable resource allocation game designed to stimulate students' interest in and understanding of market failure associated with open-access types of resource use. They also use the game to discuss the advantages and disadvantages of various property rights and regulation schemes. Because this exercise demonstrates the power of unregulated and regulated economic incentives, many types of students may benefit from this game, including undergraduates enrolled in the standard introductory and in more advanced microeconomics classes, as well as courses in environmental economics and natural resource economics. This game was specifically designed so that noneconomics majors in natural resource management and environmental courses could also benefit.     

Effect of Graduate-Program Rank on Success in the Job Market

Economic educators often profess the goal of teaching our students to “think like economists.” Since Siegfried and colleagues (1991) coined this phrase, its meaning has been interpreted as a focus on analytical concepts and methods of economics as opposed to the broader goal of preparing students for independent, critical thought in the complex world beyond college. Colander and McGoldrick (2009b) argued that students are more likely to achieve both of these objectives when the learning process includes open-ended questions that encourage them to move beyond algorithmic application of textbook principles. In this article, the authors operationalize this “big think” approach through an instructional module on differential tuition pricing, the development of which was enhanced by careful attention to contemporary learning theory.     

Holding back from theory: limits and methodological alternatives of randomized field experiments in development economics

ABSTRACT

In this paper, we critically and constructively examine the methodology of evidence-based development economics, which deploys randomized field experiments (RFEs) as its main tool. We describe the context in which this movement started, and illustrate in detail how RFEs are designed and implemented in practice, drawing on a series of experiments by Pascaline Dupas and her colleagues on the use of bednets, saving and governance in Kenya. We show that this line of experiments have evolved to address the limitation of obtaining policy-relevant insights from RFEs alone, characterized as their lack of external validity in the literature. After examining the two prominent responses by leading figures of evidence-based development economics, namely machine learning and structured speculation, we propose an alternative methodological strategy that incorporates two sub-fields, namely experimental economics and behavioral economics, to complement RFEs in investigating the data-generating process underlying the treatment effects of RFEs. This strategy highlights promising methodological developments in RFEs neither captured by the two proposals nor recognized by methodologists, and also guides how to combine different sub-fields of economics.