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A pluralistic and gamified senior seminar in economics: capstone to a heterodox undergraduate liberal arts economics curriculum

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  • Benjamin Balak

Abstract

The paper recounts the development and implementation of gamified pedagogy for the capstone senior seminar of the pluralistic undergraduate curriculum of the Department of Economics at Rollins College. An introduction to gamification and its neurological, behavioural, and pedagogical foundations, is followed by description of the experimental process used to arrive at some promising pedagogical methodologies for the senior seminar in particular. The process evolved along two synergistic paths: finding ways to guide students in doing applied pluralistic economics in their senior research project, and using gamified pedagogy to facilitate this. Finally, the paper discusses some of the insights gleaned and problems encountered in order to outline proposals for further research and data collection, and to provide fruitful ideas for other pluralistic reformers of undergraduate economic education, so that students gain an applied critical appreciation of the complex and diverse argument that is economics.

Suggested Citation

  • Benjamin Balak, 2016. "A pluralistic and gamified senior seminar in economics: capstone to a heterodox undergraduate liberal arts economics curriculum," International Journal of Pluralism and Economics Education, Inderscience Enterprises Ltd, vol. 7(1), pages 7-21.
    • Handle: RePEc:ids:ijplur:v:7:y:2016:i:1:p:7-21
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    References listed on IDEAS

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    1. Wolff, Richard D. & Resnick, Stephen A., 2012. "Contending Economic Theories: Neoclassical, Keynesian, and Marxian," MIT Press Books, The MIT Press, edition 1, volume 1, number 0262517833, December.
    2. McCloskey,Deirdre N., 1994. "Knowledge and Persuasion in Economics," Cambridge Books, Cambridge University Press, number 9780521436038.
    3. McCloskey,Deirdre N., 1994. "Knowledge and Persuasion in Economics," Cambridge Books, Cambridge University Press, number 9780521434751.
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