Browsing by Author "Geerling, Wayne"

Now showing 1 - 6 of 6
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    ChatGPT has Aced the Test of Understanding in College Economics: Now What?
    Geerling, Wayne; Mateer, G. Dirk; Damodaran, Nikhil; Wooten, Jadrian (SAGE, 2023-04-08)
    The Test of Understanding in College Economics (TUCE) is a standardized test of economics knowledge performed in the United States which primarily targets principles-level understanding. We asked ChatGPT to complete the TUCE. ChatGPT ranked in the 91st percentile for Microeconomics and the 99th percentile for Macroeconomics when compared to students who take the TUCE exam at the end of their principles course. The results show that ChatGPT is capable of providing answers that exceed the mean responses of students across all institutions. The emergence of artificial intelligence presents a significant challenge to traditional assessment methods in higher education. An important implication of this finding is that educators will likely need to redesign their curriculum in at least one of the following three ways: reintroduce proctored, in-person assessments; augment learning with chatbots; and/or increase the prevalence of experiential learning projects that artificial intelligence struggles to replicate well.
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    Economics of Squid Game
    Wooten, Jadrian; Geerling, Wayne (Taylor & Francis, 2023)
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    Facilitating Student Connections and Study Partners During Periods of Remote and Online Learning
    Wooten, Jadrian; Geerling, Wayne; Thomas, Nicola (Journal of Economics Teaching, 2020-01-01)
    We outline an early-semester social activity designed to engage students with course material at an early point in the semester, but also to foster social and academic connections. Social engagement among students has been shown to have a positive impact on learning and the move to remote and online teaching has placed students in an environment lacking social opportunities. We provide formal and informal feedback of the events as well as extensions for additional social events that could be completed throughout the semester.
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    Lesson Plans for Teaching Economics with The Big Bang Theory
    Geerling, Wayne; Mateer, G. Dirk; Smith, Ben O.; Tierney, James E.; Wooten, Jadrian (Journal of Economics Teaching, 2018)
    Using examples in the classroom from current and past television shows and movies is becoming increasingly common. Being able to relate ideas back to a popular clip or episode allows the instructor to reach students in ways the traditional lecture cannot. Building on the work of Tierney, Mateer, Smith, Wooten, and Geerling (2016), this paper introduces five lesson plans tied to clips from The Big Bang Theory that can be used in high school (9-12) economics courses.
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    Using Squid Game to Teach Game Theory
    Geerling, Wayne; Nagy, Kristofer; Rhee, Elaine; Thomas, Nicola; Wooten, Jadrian (Journal of Economics Teaching, 2022)
    This paper uses Netflix’s dystopian Korean-language drama series Squid Game (2021) to illustrate an active learning technique to support the teaching of game theory in undergraduate courses. The series is chosen because it demonstrates different games with which the characters have to engage as part of the narrative. Geerling, Mateer and Addler (2020) show that using popular films in class is an effective way to introduce and motivate the deeper learning of core game theory concepts. We build on this work by providing instructors with a menu of quick teaching scenes and extended teaching guides, from which they can freely select and adapt to their particular needs. These resources provide summaries of the scenes, links to the clips, key concepts, and assessment questions. This teaching material is suitable for use in both principles-level courses, where game theory is first introduced, and advanced-level courses.
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    Using K-Pop to Teach Indifference Curve Analysis, Behavioral Economics and Game Theory
    Geerling, Wayne; Nagy, Kristofer; Rhee, Elaine; Wooten, Jadrian (2022-04-21)
    Economic educators have been teaching with pop culture for decades, but until recently the focus was on English-based media. In this paper, we build on the work of Wooten et al. (2021b), who show how K-pop can be integrated into the principles-level curriculum. We develop three teaching guides that can be used to teach aspects of behavioral economics, game theory and indifference curve analysis – topics which are taught at the end of most principles-level courses but are also standalone upper-level courses. The three artists chosen – BTS, BLACKPINK and TWICE – have huge global followings. We hope this paper will contribute to the library of diverse and inclusive teaching resources while helping to address the deficit of resources available to instructors of upper-level courses.