The Effect of Classroom Games on Student Learning and Instructor Evaluations

Richard Cebula () and Michael Toma

MPRA Paper from University Library of Munich, Germany

Abstract: Assuming that instructors of economics are utility maximizers, they may find it useful to engage in classroom behavior that is likely to generate favorable outcomes with respect to student course evaluations. This is especially true if student course evaluations are used in assessing teaching effectiveness for tenure, promotion, and salary decisions. In this paper, we present evidence that the use of a classroom gaming exercise can raise instructor evaluations and enhance student learning outcomes. The tests are conducted in a framework that indirectly controls for grade inflation and considers student attendance and grade expectations as other sources of influence on instructor evaluation ratings.

Keywords: economic education; pedagogical approaches; classroom games; student performance; instructor evaluation (search for similar items in EconPapers)
JEL-codes: A22 A23 A29 D72 D74 (search for similar items in EconPapers)
Date: 2000-12-01
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Published in Journal of Economics and Finance Education 2.1(2002): pp. 1-10

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https://mpra.ub.uni-muenchen.de/55404/1/MPRA_paper_55404.pdf original version (application/pdf)

Related works:
Working Paper: The Effect of Classroom Games on Student Learning and Instructor Evaluations (2000)
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Persistent link: https://EconPapers.repec.org/RePEc:pra:mprapa:55404

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