Classroom Games in Economics: A Quantitative Assessment of the ‘Beer Game’

Using an experiment, I compare the use of the ‘Beer Distribution’ classroom game with the more traditional ‘chalk and talk’ approach to teach students about inventories and the macroeconomy. My empirical results confirm and extend our understanding of the relative strengths and weaknesses of the use of classroom games: the game tends to improve interest and motivation on average, though some students dislike their use; the game is effective at driving home its key messages, but it may wrongly lead students to disregard other important factors; the game is inferior where facts mastery or definitional learning is required. Rather than an endorsement or a criticism of classroom games, the conclusion is cautionary advice on how to best make use of games within an overall course.


Issue Date:
Apr 22 2011
Publication Type:
Working or Discussion Paper
Record Identifier:
http://ageconsearch.umn.edu/record/270760
Language:
English
Total Pages:
36
JEL Codes:
A22; C90
Series Statement:
WERP 964




 Record created 2018-04-05, last modified 2018-04-05

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