A pluralistic and gamified senior seminar in economics: capstone to a heterodox undergraduate liberal arts economics curriculum

Benjamin Balak

International Journal of Pluralism and Economics Education, 2016, vol. 7, issue 1, 7-21

Abstract: The paper recounts the development and implementation of gamified pedagogy for the capstone senior seminar of the pluralistic undergraduate curriculum of the Department of Economics at Rollins College. An introduction to gamification and its neurological, behavioural, and pedagogical foundations, is followed by description of the experimental process used to arrive at some promising pedagogical methodologies for the senior seminar in particular. The process evolved along two synergistic paths: finding ways to guide students in doing applied pluralistic economics in their senior research project, and using gamified pedagogy to facilitate this. Finally, the paper discusses some of the insights gleaned and problems encountered in order to outline proposals for further research and data collection, and to provide fruitful ideas for other pluralistic reformers of undergraduate economic education, so that students gain an applied critical appreciation of the complex and diverse argument that is economics.

Keywords: economics curriculum; gamification; gamified pedagogy; heterodox; capstone senior seminar; undergraduate curriculum; pluralism; economics education; student engagement; economic schools of thought; neurological foundations; behavioural foundations; cognitive science; teaching; learning; computer games; video games; liberal arts; applied pluralistic economics; research projects. (search for similar items in EconPapers)
Date: 2016
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