ERIC Number: ED253479
Record Type: RIE
Publication Date: 1984-Mar-16
Reference Count: 0
Criticisms of the Use of Computerized Simulations in Economics: A Rebuttal.
Gold, Steven C.; Pray, Thomas F.
The primary purpose of this paper is to examine negative findings regarding the use of simulations in economics education and to make suggestions for effective use of computerized economic simulations. The first part of the paper reviews experiential learning theory and previous economics education studies by Wentworth and Lewis (1972); Chismar, Hiebert, and McCanney (1975); Emery and Enger (1970); and Cox (1972). It is argued that these studies, which generally concluded that computer-based exercises were not effective pedagogical tools, each had a serious methodological weakness as a result of poor experimental design. The second part of the paper addresses a number of design and implementation issues that warrant consideration prior to judging the overall effectiveness of computerized simulations. Recommendations include fundamental design requirements such as ease in data entry, detailed and comprehensive manuals for both instructors and students, regular status reports on student performance, worksheets and guidelines for both decision making and applications of economic concepts, and computer-generated summary reports for the instructor. In addition, for effective implementation of an economic simulation, the activity must be treated as a supplement and not a substitute for traditional lectures and regular assignments relating economic concepts to the simulation are required. It is concluded that if properly designed and integrated into the classroom, computerized simulations can be beneficial pedagogical tools in economics. (LH)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Eastern Economic Association (New York, NY, March 16, 1984).