Learning and Attitude Change of Students Subjected to a National Income Simulation Game: Some Further Evidence.

This article compares the results of studies conducted at Utah State University in 1970 and 1972 designed to determine whether economic games deepen the educational experience. The 1970 study proved that “poor” students were penalized for participating in the game while “very good students” benefited. All others had test scores that did not significantly vary from those of a control group.The results of the 1971 and 1972 experiments showed that all levels of ability benefited from participating in the game, although this may have been due to a slight change in the design of the experiment. The authors conclude that more study appears necessary in the areas of incentive and motivation of students.