The Use of Seven Simulation Games in a College Economics Course

Fraas, John W.

doi:10.1080/00220973.1980.11011744

Cited by 10 publications

(11 citation statements)

References 6 publications

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“…Because many students enjoy games one might ask if appropriate games could be combined with instruction to enhance learning. Over the past decade a variety of educational games have been introduced [22][23][24][25][26][27] and are used in a variety of subject areas including economics [28], mathematics [29], biology [30], physics [31] and business administration [32].…”

Section: Gaming Techniques and Group Processmentioning

confidence: 99%

Gaming techniques to improve the team‐formation process

Butterfield

Pendegraft

1996

Team Performance Management: An International Journal

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Section: Gaming Techniques and Group Processmentioning

confidence: 99%

Gaming techniques to improve the team‐formation process

Butterfield

Pendegraft

1996

Team Performance Management: An International Journal

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“…In response to this call, a flurry of studies have appeared that examine the learning effectiveness of classroom games in economics. While not recent, Fraas (1980) examined the impact of seven games on student learning and interest and concluded that learning effectiveness depended on a student's pre-course knowledge: those with little economics background did better under gaming; those with better economics background did better with lectures, perhaps validating the observation that games at the intermediate level would not be worth the opportunity cost of time. Frank (1997) used student answers to multiple choice questions on thè tragedy of the commons' to evaluate the learning by a group of students exposed only to a commons experiment and those who were exposed only to a traditional lecture on the topic.…”

Section: Costs and Benefits Of Classroom Experimentsmentioning

confidence: 92%

Games Economists Play: A Survey of Non‐Computerized Classroom‐Games for College Economics

Bräuer¹,

Delemeester²

2001

Journal of Economic Surveys

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The bulk of this unusual paper consists of an extensive online annotated compilation of 113 non-computerized classroom-games, most of which can be played within one class period, to assist in the teaching of collegelevel basic micro and macroeconomic concepts (see http://www.aug.edu/~sbajmb or http://www.marietta.edu/~delemeeg).The paper itself consists of three major sections. The first catalogues, summarizes, and provides sample annotations of the games we collected. Section two makes a number of observations about the games. For instance, we notice an imbalance between games for microeconomics (many) and games for macroeconomics (few). We also detail which standard introductory economics topics are covered well and which are not covered well or missing altogether. For example, we observe that few games exist to present the proper economic role of government in economic affairs. The third section surveys the available literature on the costs and benefits of playing games in the classroom. In particular, our survey reveals that existing studies consider costs and benefits to students and instructors only partially, and we lay out a matrix that should help in the design of improved studies on the efficacy of gaming in the classroom.

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“…However, the studies generally were conducted over three decades ago, used a short delayedinterval post-test period, and measured lower-order learning outcomes (Curry & Brooks, 1971;Fraas, 1980;Lucas, Postma, & Thompson, 1975;Wing, 1966). There is therefore a lack of recent evidence of games' effectiveness in helping students to achieve deep learning outcomes and retain them.…”

Section: Adding Knowledge About Simulation Games' Effectivenessmentioning

confidence: 99%

Creating a Modified Monopoly Game for Promoting Students' Higher-Order Thinking Skills and Knowledge Retention

Kuang

2021

Issues in Accounting Education

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This study modifies a popular business simulation game, Monopoly, to assess its effectiveness as a learning and teaching tool for helping high school accounting students acquire and apply foundational accounting concepts. The study compares an accounting-focused, Modified Monopoly with two other instructional methods. Using a quasi-experimental approach involving three learning groups, with random assignment of treatments based on school/class, a sample of 144 accounting students was obtained. This study found students using Modified Monopoly showed significantly greater improvement between their pre-test and the post-test scores than students in Computer-assisted instruction (CAI) but significantly less improvement than a paper-based extended accounting problem (EAP). However, students using Modified Monopoly, similar to the students in CAI, did not suffer the same significant decay in knowledge as students in EAP. These results offer evidence for the significant and more enduring learning benefits Modified Monopoly can produce in students’ higher order thinking skills.

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The Use of Seven Simulation Games in a College Economics Course

Cited by 10 publications

References 6 publications

Gaming techniques to improve the team‐formation process

Gaming techniques to improve the team‐formation process

Games Economists Play: A Survey of Non‐Computerized Classroom‐Games for College Economics

Creating a Modified Monopoly Game for Promoting Students' Higher-Order Thinking Skills and Knowledge Retention

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