An Economic Game As An Interactive Learning Environment

Many non-economists perceive economics as an abstract and contra-intuitive science. This may be the consequence of the teaching method. Krueger et al. (1991) refer to the formal approach in economics teaching, where the focus is on “the grammar of the discipline, rather than its substance” (p. 1041). They suggest that we should include more applications and real world linkages in our courses (p. 1052). But such applications are complex compared with static equilibrium theory as taught in introductory economics. Furthermore, it is very difficult for students to imagine the decision making processes behind the theories. Although this is already true for microeconomics, it is even more difficult in macroeconomics. In teaching practice, macroeconomics is only marginally related with microeconomics and decision making. For non-economists it is very difficult to imagine the decision processes behind the formulas in macroeconomics.