Abstract

Classroom experiments are effective because students are placed directly into the economic environments being studied. This paper surveys some diverse applications, e.g. speculation and multiple markets, coordination games, voting and agendas, and a simple macroeconomy, with particular attention to practical details. After participating, students bring first-hand experience to the discussion, which enhances the effectiveness of the Socratic method, as opposed to traditional lectures. The papers surveyed here also enable bright undergraduates to run the experiments on their own classmates and lead the ensuing discussions, which creates a special kind of teaching/learning environment. JEL codes: A22, C92 1.

Citations