Classroom Games
Strategic Interaction on the Internet
Bibliographic Data
| ID | 14855230 |
|---|---|
| Authors | Marko Grobelnik (0000-0001-7373-5591, Jozef Stefan Institute, Ljubljana, Slovenia.), Charles A Holt (0000-0002-7282-0185, University of Virginia, Charlottesville, Virginia.), Vesna Prasnikar (Jozef Stefan Institute, Ljubljana, Slovenia; University of Pittsburgh, Pittsburgh, Pennsylvania.) |
| Year | 1999 |
| Volume | 13 |
| Issue | 2 |
| Pages | 211-220 |
| Publication date | 1999-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Economic Perspectives (JOURNAL) |
| Journal identifiers | ISSN: 0895-3309 • E-ISSN: 1944-7965 |
| Publisher | American Economic Association (PUBLISHER • US) |
| DOI | 10.1257/jep.13.2.211 |
| OpenAlex | W2046247347 |
| Language | EN |
| References cited | 3 |
Economics is often taught at a level of abstraction that can hinder some students from gaining basic intuition. However, lecture and textbook presentations can be complemented with classroom exercises in which students make decisions and interact. The approach can increase interest in, and decrease skepticism about, economic theory. This feature offers short descriptions of classroom exercises for a variety of economics courses, with something of an emphasis on the more popular undergraduate courses
Abstraction · Cognitive science · Epistemology · Intuition · Mathematics education · Skepticism · The Internet · World Wide Web · Computer Science · Innovations in Educational Methods · Philosophy · Psychology · Artificial Intelligence
| Highly cited | No |
|---|