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Using Classroom Game Play in Introductory Microeconomics to Enhance Business Student Learning and Lecture Attendance
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Lin, Tin-Chun – Journal of Education for Business, 2018
The author examined whether game play improves students' comprehension, attendance, and exam performance. The author designed three games; 120 students in introductory microeconomics classes participated in these experiments. The evidence showed that game play enhances students' attendance, comprehension, and exam performance. It also showed that…
Descriptors: Introductory Courses, Microeconomics, Teaching Methods, Games
Does Missing Classes Decelerate Student Exam Performance Progress? Empirical Evidence and Policy Implications
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Lin, Tin-Chun – Journal of Education for Business, 2014
A total of 389 business students in undergraduate introductory microeconomics classes in spring 2007, 2009, and 2011, and fall 2012 participated in an exam performance progress study. Empirical evidence suggested that missing classes decelerates and hampers high-performing students' exam performance progress. Nevertheless, the evidence does…
Descriptors: Undergraduate Students, Business Administration Education, Introductory Courses, Microeconomics
An Investigation of the Relationship between In-Class and Out-of-Class Efforts on Student Learning: Empirical Evidence and Strategy Suggestion
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Lin, Tin-Chun – Journal of the Scholarship of Teaching and Learning, 2016
In this paper we explore and discuss an important research question in higher education--is there a trade-off relationship between in-class and out-of-class efforts for students? We used an empirical model to test the trade-off hypothesis between these two efforts. We identified a trade-off between in-class and out-of-class efforts, especially for…
Descriptors: Investigations, Learner Engagement, Classroom Environment, College Environment