Do Monetary Incentives Matter in Classroom Experiments? Effects on Course Performance

Autor/inn/en	Rousu, Matthew C.; Corrigan, Jay R.; Harris, David; Hayter, Jill K.; Houser, Scott; Lafrancois, Becky A.; Onafowora, Olugbenga; Colson, Gregory; Hoffer, Adam
Titel	Do Monetary Incentives Matter in Classroom Experiments? Effects on Course Performance
Quelle	In: Journal of Economic Education, 46 (2015) 4, S.341-349 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0485
DOI	10.1080/00220485.2015.1071214
Schlagwörter	Economics Education; Incentives; Educational Experiments; College Students; Games; Learning; Academic Achievement; Scores; Regression (Statistics); Colorado; Kansas; Ohio; Tennessee + Suchen Sie Ihr Suchwort? Wirtschaftskunde; Anreiz; Schulversuch; Collegestudent; Game; Spiel; Spiele; Lernen; Schulleistung; Regression; Regressionsanalyse
Abstract	Using 641 principles of economics students across four universities, the authors examine whether providing monetary incentives in a prisoner's dilemma game enhances student learning as measured by a set of common exam questions. Subjects either play a two-player prisoner's dilemma game for real money, play the same game with no money at stake (i.e., play a hypothetical version), or are in a control group where no game is played. The authors find strong evidence that students who played the classroom game for real money earned higher test scores than students who played the hypothetical game or where no game was played. Their findings challenge the conventional wisdom that monetary incentives are unnecessary in classroom experiments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01