Learning economics concepts through game-play: An experiment

This paper introduces a video-game designed to support teaching introductory economics at undergraduate level. In order to test its effectiveness compared to traditional textbook learning we designed a laboratory experiment. Results show no evidence that playing the video-game leads to lower exam performance than reading a textbook, neither for multiple-choice nor for essay questions. We also find no gender bias and no effect of announcing the test prior to the learning task or thereafter. However, game behavior appears to be related to test performance, and differently so for different types of learning. Students perceive the two learning tools similarly in terms of understanding requirements or usefulness, but enjoyed the video-game considerably more. Interestingly, although women enjoyed the game less than men, they do not differ in their test performance.