Economics: Microcomputers in the College Classroom—A Review of the Academic Literature

Abstract

During the past I5 years, numerous articles have appeared in academic literature concerning the use of microcomputers in the college economics curriculum. This paper presents a brief review of this literature. The authors discover that the specific topics and issues addressed in this literature are diverse. However, five major content themes are revealed: (I) implementation of programs and/or course procedures, (2) presentation of new computer programs, (3) critical software reviews, (4) overviews of the state of classroom computer usage, and (5) surveys and empirical analyses of student performance under controlled conditions. The authors conclude that the empirical evidence suggests that computerized instruction in college economics is most effective when simulation programs are used. This conclusion is based on a very limited number of studies, and more research is needed in this critical area of inquiry.

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

“…The issue of implementing new technology in economics is not new. Grimes and Ray (1993) summarize the use of computers in college economics courses over the past 25 years, focusing on the use of tutorials and simulations to reinforce economic concepts and principles. More recently, Cardell et al (1996) describe their experience integrating computers, economic data, and in-class economic experiments with traditional lectures in economics courses.…”

Teaching with Technology: May You Live in Interesting Times

“…Attendance in her technology classes was as high or higher than in a traditional class. In an article reviewing the literature on using computers in economics classes, Grimes and Ray (1993) conclude that computerized tutorials and simulations were shown to enhance student learning and perhaps to improve attitudes toward economics.…”

Student Study Choices in the Principles of Economics: A Case Study of Computer Usage

“…A review of this literature by Grimes and Ray [6] indicates that CAI is often found to increase student learning. The evidence to date suggests that computerized simulations may be more effective than computerized tutorials and that CAI in general is most effective for students at either end of the grade distribution.…”

“…Students who had not previously studied economics may have chosen CAI in order to "catch up" with their classmates who had taken a prior course in high school or college. 6 Again, the negative ACT coefficient may indicate that students with lower levels of overall academic aptitude seek out additional study aids, such as CAI, to remediate their academic position.…”