Use experiments and games!

The origin of experimental classroom games in economics as a method of teaching and exploration dates back to the early to mid 1900s. It is due to the experiments Chamberlin, a well known economist, run with his graduate students at Harvard University. Vernon Smith a student of Chamberlin and a Nobel Laureate continued working on experiments in the 60s and has started a new field in economics that of “Experimental Economics”. After a long period of tranquility, experimental classroom games have re-appeared in Economics and are in the frontier of alternative active learning methods in Economics. However, even though there is a movement towards this alternative method, the dominant teaching method is still “chalk and talk” (Becker and Watts, 2005) or should we say “marker and talk” or even better “PowerPoint and talk”.

Since 2006, I have started to explore the rewards of this more active learning method. I use classroom experimental games as a teaching method and also develop new games with my colleagues (Carson and Tsigaris, 2010, Lamb and Tsigaris, 2011). Research indicates that this method of teaching tends to increase the students understanding of the subject relative to the traditional “chalk and talk” method (Emerson and Taylor 2004, Dickie 2006; Tsigaris, 2008).

These games aid students learning for a number of reasons. Students are active participants in the learning of the material. Predictions of economic theories can be verified using the outcomes of the games. Experimental results generated from students’ participation in the games can be used to illustrate concepts instead of relying on textbook examples. Students can be assigned homework with their own data. Student comments are:

• I am finding the classroom experiments are a very useful and practical way to help me understand the lesson material.
• The games we play are very helpful in explaining courses content
• The experiments made the class very fun.
• I enjoyed eating smarties.
• I enjoy the economics “games” – they assist in my understanding of concepts.
• Classroom experiments were great. They helped me to understand the concepts we were going over. They were all relevant to the course material
• The games played during class are very helpful in explaining concepts of Economics. Entertaining way of learning.

This method does not only benefit the student but can trigger a double dividend. There are a number of benefits that accrue to the instructor from using experimental classroom games such as break from routine, motivation, fun and reputation of economics. But one of the most important benefits to the instructor is improvement in teaching which can lead to tenure and hence job security, promotion and awards. The experimental approach can also have spill-over effects on research activity. My average score since the use of the interactive experimental classroom games has increased significantly.

The is an excellent site with lots of information on games called Economics Networks.

If you like non-computerized games Greg Delemeester and Jurgen Braue at Marietta have compiled a list of over 170 games with short instructions. For details check out: Non-Computerized Classroom-Games for College Economics

If you like computerized games then Charles Holt has developed approximately 35 interactive web-based games. The best place to play these games is in our computer labs. To use these programs, all you need is a “session name” that can be obtained on line from the Experiment Selection Admin Menu link. For further details check out: Computer Programs for Classroom Games