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Classroom Experimentation and an Application from Sports Economics

机译：课堂实验及其在体育经济学中的应用

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摘要

Chalk-and-talk" techniques have historically been used as the predominant mode of economic instruction. In fact, until the end of the twenty-first century, deviation from "chalk-and-talk" was rare and the incorporation of active learning strategies was relatively unheard of. Since that time, there have been substantial changes in technology, the needs and expectations of students have shifted, and research on teaching and learning has highlighted the need to engage students with classroom material. As a result, the incorporation of alternative pedagogy has become increasingly common. Classroom experimentation has moved from a rarely used alternative form of material presentation to a mainstream format. When used effectively, classroom experiments can enhance students' understanding of material that is technical or difficult to understand. It can also be used as a tool to incorporate economic theories from several fields into a single course. This article provides an overview of the benefits and challenges encountered when creating and incorporating classroom experiments into undergraduate economics courses. It also provides an example of an experiment that has been effectively employed in courses on game theory, sports economics, and principles of microeconomics. The motivation for and structure of the experiment are discussed and possible modifications and implementation strategies are provided. The experiment highlights the importance of randomized strategies by placing students in a scenario where randomization is an essential component of "winning the game." At the end of the experiment students have shown a deeper understanding of and appreciation for randomized strategies as a solution to simultaneous-move, zero-sum games.
机译：一直以来，“对话交谈”技术一直被用作经济教学的主要方式。实际上，直到二十世纪末，很少出现“对话交谈”的偏离，并且采用了主动学习策略自那时以来，技术发生了巨大变化，学生的需求和期望发生了变化，有关教与学的研究凸显了使学生接触课堂材料的必要性。替代教学法已经变得越来越普遍，课堂实验已经从很少使用的替代形式的材料介绍转变为主流形式，有效地利用课堂实验可以增强学生对技术性或难以理解的材料的理解。用作将来自多个领域的经济理论整合到一门课程中的工具。创建课堂实验并将其纳入本科经济学课程时遇到的挑战和挑战。它还提供了一个实验示例，该实验已在博弈论，体育经济学和微观经济学原理的课程中得到有效利用。讨论了实验的动机和结构，并提供了可能的修改和实施策略。该实验通过将学生置于随机化是“赢得比赛”必不可少的组成部分的场景中，突出了随机化策略的重要性。在实验结束时，学生们对随机策略作为同时移动零和游戏的解决方案有了更深入的了解和欣赏。

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