Technological interventions in and out of the classroom have been sold as a way to improve student understanding of economics for decades. Yet despite the panoply of ways to incorporate technology, it is not clear which types of interventions consistently result in statistically significant...

Undergraduate students are often interested in and benefit greatly from applications of economic principles. Although popular historical novels do not provide modern examples or business applications, they do draw from historical situations that can help engage students in economic concepts and...

We use meta-regression analysis to investigate the extent and nature of the gender gap - that male students outperform otherwise equivalent female students in economics courses. We survey 65 studies containing 279 distinct regressions from the past 30 years and conclude that the gender gap is...

Twenty-five years after the collapse of the Soviet Union, we reflect on contemporary teaching of undergraduate comparative economic systems (CES). Using qualitative and quantitative measures, we consider how the field responded to the collapse by examining CES textbooks from the 1980s, 1990s,...

This study reports on the status of Comparative Economics Systems (CES) courses in the U.S. undergraduate economics curriculum. The treatment of CES topics in introductory courses is examined through a survey of standard textbooks; findings indicate that the education of American students is...

Existing studies of how note-taking tools affect student learning typically find that students who choose to take notes on a computer perform worse on assessments than students who take notes on paper. To our knowledge, the literature has not disentangled whether this result is due to the...

This study employs a random control trial experimental design to compare student learning outcomes in situations with live lectures and situations with ‘captured’ – virtually recorded asynchronous – lectures. Students across five sections of introductory microeconomics were randomly...

The "Lake Wobegon Effect'' describes the potential bias introduced into survey-based analyses of education issues, because students systematically over-report academic achievements such as grade-point average. While the use of official-records data negates this effect, many researchers can only...

This meta-analysis considers the use of technology to facilitate learning in undergraduate economics courses. We ask what technologies have been adopted, who did the adopting, and how effectiveness was evaluated. A survey of 237 articles published between 2000 and 2020 demonstrates that while...

In response to the Covid-19 pandemic, universities shifted from predominantly in-person learning to fully online instruction in early 2020. Subsequent semesters faced continued uncertainty regarding course modalities, with institutions adopting an idiosyncratic mix of formats dependent on...