1. Using classroom games to enhance students’ learning Peter MacDonald Senior Lecturer in Economics Department of Economics and International Business

2. R= 112 G= 47 B= 138 R= 241 G= 180 B= 52 R= 206 G= 0 B= 55 R= 0 G= 169 B= 224 R= 0 G= 191 B= 179 R= 166 G= 187 B= 200 R= 176 G= 138 B= 66 R= 181 G= 189 B= 0 R= 159 G= 174 B= 229 R= 0 G= 51 B= 102 R= 66 G= 182 B= 230 Top line palette Education palette Undergrad Postgrad ALSS HSCE MS S&T LAIBS A student view? 2 Quantity Price p0p0 E0E0 q0q0 p1p1 q1q1 E1E1 D1D1 D0D0 S Excess demand qDqD p2p2 q2q2 Excess Demand

3. R= 112 G= 47 B= 138 R= 241 G= 180 B= 52 R= 206 G= 0 B= 55 R= 0 G= 169 B= 224 R= 0 G= 191 B= 179 R= 166 G= 187 B= 200 R= 176 G= 138 B= 66 R= 181 G= 189 B= 0 R= 159 G= 174 B= 229 R= 0 G= 51 B= 102 R= 66 G= 182 B= 230 Top line palette Education palette Undergrad Postgrad ALSS HSCE MS S&T LAIBS Overall satisfaction up from 5.4 to 7.9 Pass rates up from 76% to 86% Games as solution? Playing games makes economics seem easier and makes me understand it more Experiments make it easier to relate economics to real life “games” make it funny and useful, easily memorable