Quotation Dobrescu, Loretti I. and Greiner, Ben and Motta, Alberto. 2015. Learning economics concepts through game-play: An experiment. International Journal of Educational Research 69 S. 23-37.




This paper introduces a video-game designed to support teaching introductory economics at undergraduate level. In order to test its effectiveness compared to traditional textbook learning we designed a laboratory experiment. Results show no evidence that playing the video-game leads to lower exam performance than reading a textbook, neither for multiple-choice nor for essay questions. We also find no gender bias and no effect of announcing the test prior to the learning task or thereafter. However, game behavior appears to be related to test performance, and differently so for different types of learning. Students perceive the two learning tools similarly in terms of understanding requirements or usefulness, but enjoyed the video-game considerably more. Interestingly, although women enjoyed the game less than men, they do not differ in their test performance.


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Publication's profile

Status of publication Published
Affiliation WU
Type of publication Journal article
Journal International Journal of Educational Research
Citation Index SSCI
Language English
Title Learning economics concepts through game-play: An experiment
Volume 69
Year 2015
Page from 23
Page to 37
Reviewed? Y
URL http://dx.doi.org/10.1016/j.ijer.2014.08.005
DOI http://dx.doi.org/10.1016/j.ijer.2014.08.005


Greiner, Ben (Details)
Dobrescu, Loretti I. (University of New South Wales, Australia)
Motta, Alberto (University of New South Wales, Australia)
Department of Strategy and Innovation DP (Details)
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