Document Type

Article

Publication Date

5-2016

Publication Title

International Review of Economics Education

ISSN/ISBN

1477-3880

Volume

22

DOI

10.1016/j.iree.2016.02.001

Embargo Period

6-1-2019

Keywords

Experiential learning, Experiments, Behavioral economics

Abstract

If experiential learning activities support engagement and deeper student learning, student-owned experiments constructed “from the ground up” might have benefits that exceed pre-designed classroom experiences. This paper provides a framework for embedding a custom experiment project within an existing course. Students manage every aspect of the process, from experimental design to analysis. Two example implementations are described. Undergraduate behavioral economics students created original experiments, exploring anchoring and adjustment in the context of pyramid scheme pitches (in spring 2013) and reciprocity in attraction (in fall 2014). Perceived benefits and potential pitfalls are explored. While this paper does not represent a controlled study of student learning or engagement, both student reflection and instructor observation support the continued use of this pedagogical approach.

Rights

This is the author's accepted manuscript. The final, definitive version of this document can be found online at International Review of Economic Education published by Elsevier. Copyright restrictions apply. doi: 10.1016/j.iree.2016.02.001

Available for download on Saturday, June 01, 2019

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