THE IMPACT OF CLASSROOM EXPERIMENTS ON THE LEARNING OF ECONOMICS: AN EMPIRICAL INVESTIGATION

Abstract

This paper provides limited evidence on the effectiveness of a simple classroom experiment. In different courses in environmental economics or public finance, a brief take‐some game was performed. Students who took part in this classroom experiment, as well as those who just watched it, were more successful in answering a multiple‐choice test on the “tragedy of the commons” than control groups from the same courses.

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