International Review of Economics Education最新文献

Increasing online student engagement with a gamified logic puzzles project 通过游戏化逻辑谜题项目提高在线学生的参与度

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-06-01 DOI: 10.1016/j.iree.2025.100322

Bret Sikkink

引用次数: 0

Do humans identify AI-generated text better than machines? Evidence based on excerpts from German theses☆ 人类比机器更能识别人工智能生成的文本吗？证据基于德国论文的摘录

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-06-01 DOI: 10.1016/j.iree.2025.100321

Alexandra Fiedler , Jörg Döpke

{"title":"Do humans identify AI-generated text better than machines? Evidence based on excerpts from German theses☆","authors":"Alexandra Fiedler , Jörg Döpke","doi":"10.1016/j.iree.2025.100321","DOIUrl":"10.1016/j.iree.2025.100321","url":null,"abstract":"<div><div>We investigate whether human experts can identify AI-generated academic texts more accurately than current machine-based detectors. Conducted as a survey experiment at a German university of applied sciences, 63 lecturers in engineering, economics, and social sciences were asked to evaluate short excerpts (200–300 words) from both human-generated and AI-generated texts. These texts varied by discipline and writing level (student vs. professional) with the AI-generated content. The results show that both human evaluators and AI detectors correctly identified AI-generated texts only slightly better than chance, with humans achieving a recognition rate of 57 % for AI texts and 64 % for human-generated texts. There was no statistically significant difference between human and machine performance. Notably, professional-level AI texts were the most difficult to identify, with less than 20 % of respondents correctly classifying them. Regression analyses suggest that prior teaching experience slightly improves recognition accuracy, while subjective judgments of text quality were not influenced by actual or presumed authorship. These findings suggest that current written examination practices are increasingly vulnerable to undetected AI use. Both human judgment and existing AI detectors show high error rates, especially for high-quality AI-generated content. We conclude that a reconsideration of traditional assessment formats in academia is warranted.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100321"},"PeriodicalIF":1.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144177638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A multidisciplinary perspective to teaching international trade 多学科视角下的国际贸易教学

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-05-24 DOI: 10.1016/j.iree.2025.100320

Catherine Y. Co , Que Nguyet Tran

{"title":"A multidisciplinary perspective to teaching international trade","authors":"Catherine Y. Co , Que Nguyet Tran","doi":"10.1016/j.iree.2025.100320","DOIUrl":"10.1016/j.iree.2025.100320","url":null,"abstract":"<div><div>The paper details strategies on how to teach international trade with a multidisciplinary perspective which builds on the use of art, literature, and other media in the teaching of economics. A multidisciplinary perspective is introduced through small stakes weekly assignments. Students go over a collection of <span><span>supplementary materials</span></span> and complete a series of short-answer questions. Completion of each assignment ensures that students are actively engaged in activities that develop critical thinking skills. Several examples are provided (e.g., trade and oceanography) to highlight how the use of media not traditionally used by economists (e.g., <em>National Geographic</em> magazine articles) could effectively deepen students’ learning of economic concepts and ideas while broadening students’ perspectives on how to think about issues they encounter. There is some evidence that these types of materials contribute to appreciation and understanding of international trade issues. We also provide suggestions on how instructors might adjust our strategies given students' access to large language models such as ChatGPT. The paper targets educators that seek to prepare students to think like economists and to also provide opportunities for students to find and develop a passion for issues that advance the human condition broadly, making for an active, articulate, and engaged citizenry.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100320"},"PeriodicalIF":1.3,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A purpose-driven approach to apply the universal design for learning: A focus on the “why” 目的驱动的学习通用设计应用方法：关注“为什么”

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-05-15 DOI: 10.1016/j.iree.2025.100319

Terry Eyland , Ambrose Leung

{"title":"A purpose-driven approach to apply the universal design for learning: A focus on the “why”","authors":"Terry Eyland , Ambrose Leung","doi":"10.1016/j.iree.2025.100319","DOIUrl":"10.1016/j.iree.2025.100319","url":null,"abstract":"<div><div>We aim to develop a teaching methodology that can strike the best balance between clear terminal goals and deep understanding informed by the Universal Design for Learning (UDL) pedagogy. UDL is a pedagogical framework that promotes academic curriculum design to develop students into expert learners who are purposeful and motivated, resourceful and knowledgeable, strategic and goal-directed. The pedagogical method discussed in this paper entails the application of backward design with a strong focus on the “why” of learning to maintain curiosity and interest of students throughout the semester. A key element of our strategy involves assigning students with tasks that are based on relevant examples of broad interest to a diverse student population. This approach can effectively motivate the learning of theoretical concepts before further advancing the curriculum in class. The goal is to provide students with guidance to achieve higher levels of learning in a progressive way through scaffolding so that at all steps students see the purpose, have the resources to get going, but also have a little research to do to complete the task.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100319"},"PeriodicalIF":1.3,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143946521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The heterogeneous impact of COVID-19 on university student´s academic performance 新冠肺炎疫情对大学生学业成绩的异质性影响

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-05-14 DOI: 10.1016/j.iree.2025.100318

Mauricio Acuña , Roberto Álvarez , Cristóbal Avarca

{"title":"The heterogeneous impact of COVID-19 on university student´s academic performance","authors":"Mauricio Acuña , Roberto Álvarez , Cristóbal Avarca","doi":"10.1016/j.iree.2025.100318","DOIUrl":"10.1016/j.iree.2025.100318","url":null,"abstract":"<div><div>In this paper we study the pandemic’s effects on the academic results of a group of university level students in a Chilean School of Economics and Business. We ask whether students from private schools outperformed those from public ones. The hypothesis is that higher average endowments (parents’ income and education, studying and living conditions, internet connections computer access) would have contributed to increasing the gap among students from dissimilar backgrounds. Results obtained are consistent with this hypothesis, especially for those students coming from public schools. Using a differences-in-differences approach with fixed effects, we find an increase of about 1.76 percentage points in course dropping-out rates and about 1.59 reduction in course passing rates compared with students from private schools. These are substantial magnitudes in the context of the observed gaps between school types and the transition experienced before and during the pandemic. Given the fact that some policies, mostly benefitting low-income students were implemented during the period, we can conclude that the effect could have potentially been even larger during the pandemic. We also find evidence showing that, after controlling for socio-economic status, women and students with lower admission scores were less affected, while no significant effect was found between regular and special admission types.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100318"},"PeriodicalIF":1.3,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144069264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching with FRED and active-learning methods in introductory economics courses 在经济学入门课程中运用FRED和主动学习方法进行教学

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-04-24 DOI: 10.1016/j.iree.2025.100314

Laura J. Ahlstrom , Diego Mendez-Carbajo

引用次数: 0

Does nudging higher education students improve attendance and does it matter? A quasi-natural experiment 推动高等教育学生提高出勤率，这有关系吗？准自然实验

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-04-19 DOI: 10.1016/j.iree.2025.100317

Carlos Cortinhas

{"title":"Does nudging higher education students improve attendance and does it matter? A quasi-natural experiment","authors":"Carlos Cortinhas","doi":"10.1016/j.iree.2025.100317","DOIUrl":"10.1016/j.iree.2025.100317","url":null,"abstract":"<div><div>The effects of student absenteeism on educational outcomes are well documented, with most studies showing a significant, negative effect on student performance. In recent years, a growing number of institutions have been using a variety of nudge interventions to help combat absenteeism, improve student performance, and reduce dropout rates. Although many studies report the success of many of these initiatives in terms of student performance and retention, others alert that nudging can also have significant negative effects on students. This paper examines the effectiveness of nudging undergraduate students to improve attendance and student performance in tutorial sessions. We conducted a quasi-natural experiment with more than 400 year two UK university students, randomly assigning them to either a treatment group receiving personalized email reminders after missing tutorials, or a control group without any nudging intervention. Our results show a large and significant positive effect of the nudging intervention on attendance rates. Furthermore, using a two-stage least squares estimation method, we established that improved tutorial attendance leads to better performance. Our findings advance the debate on the efficacy of nudges in higher education and offer some important insights for addressing student absenteeism at the university level.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100317"},"PeriodicalIF":1.3,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143850164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Results of a randomized evaluation of team-based learning exercises 团队学习练习的随机评估结果

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-04-14 DOI: 10.1016/j.iree.2025.100316

Katherine Silz Carson , Jimena Gonzalez-Ramirez , Craig Heinicke , Mark Maier , Phil Ruder , Scott P. Simkins , Hiuko Adams , James “Michael” Latham , C. Lucy Malakar

引用次数: 0

Student-created podcasts as a tool for teaching economics and finance 将学生制作的播客作为经济学和金融学教学工具

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-04-04 DOI: 10.1016/j.iree.2025.100315

Rossen Trendafilov, Meghan Hennessy Mihal

{"title":"Student-created podcasts as a tool for teaching economics and finance","authors":"Rossen Trendafilov, Meghan Hennessy Mihal","doi":"10.1016/j.iree.2025.100315","DOIUrl":"10.1016/j.iree.2025.100315","url":null,"abstract":"<div><div>Evidence of using podcasts in the classroom to supplement learning, while engaging students as a teaching tool has gained popularity in various introductory courses across many different disciplines. When compared to research papers, student-created podcasts rely on a less formal and more conversational language combined with hands-on use of technology, they have the potential to increase student engagement in disciplines like economics and finance. The process of simplifying and summarizing analysis, and explaining data in audio-only formats can help students understand concepts better. Further, student-created podcasts help students improve their communication skills, which are crucial for their placement on the job market. Using this hands-on approach, we have introduced podcast assignments in multiple courses. The novelty of our study is that we have introduced the student-created podcasts in upper-level economics and finance courses as an alternative to more traditional assignments while also including the assignments and details for other instructors to easily implement in their own courses. We conducted a survey to measure the impact of the podcasts on student engagement, learning outcomes, and job market preparedness. Having students research, write, and produce a podcast provides them with a tangible experience and a product that can be widely shared over social media and podcast platforms. Based on survey data collected we show that student-created podcasts are a successful educational tool that complements the existing traditional assignments, and students find creating the podcasts highly engaging and valuable.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100315"},"PeriodicalIF":1.3,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143825522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrating programming into the modern undergraduate economics curriculum 将程序设计融入现代经济学本科课程

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-03-11 DOI: 10.1016/j.iree.2025.100310

Nigar Hashimzade , Oleg Kirsanov , Tatiana Kirsanova

引用次数: 0