Abstract
The author examined whether game play improves students’ comprehension, attendance, and exam performance. The author designed three games; 120 students in introductory microeconomics classes participated in these experiments. The evidence showed that game play enhances students’ attendance, comprehension, and exam performance. It also showed that attendance and exam performance are positively correlated, implying that game play enhances students’ exam performance due to improved attendance. While game play is a fun, lively, and creative way to teach economics and improve students’ attendance, comprehension, and exam performance, in light of higher costs, instructors should decide whether the benefits of conducting game play outweigh the costs of using this method.
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