International Review of Economics Education最新文献_第3页

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 : 2025-06-01 Epub 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

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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 Epub Date: 2025-05-31 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 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 : 2025-06-01 Epub 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":"2025-06-01","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

Online academic exams: Does multiplicity of exam versions mitigate cheating? 在线学术考试：考试版本的多样性是否减少了作弊？

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-03-01 Epub Date: 2024-11-29 DOI: 10.1016/j.iree.2024.100305

Flip Klijn , Mehdi Mdaghri Alaoui , Marc Vorsatz

引用次数: 0

The belief that monetary exchanges are mutually beneficial: Are economics students different? Evidence from Guatemala 货币交换是互惠互利的信念：经济学专业的学生与众不同吗？来自危地马拉的证据

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2025-03-01 Epub Date: 2025-01-18 DOI: 10.1016/j.iree.2025.100309

María Jesús Valdemoros-Erro , José Luis Álvarez-Arce , Elena Sanjurjo-San-Martín

引用次数: 0

A mixed methods evaluation of online discussion tools in higher education 对高等教育在线讨论工具进行混合方法评估

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-12-01 Epub Date: 2024-07-14 DOI: 10.1016/j.iree.2024.100298

Alex Squires, Dan Rigby

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Improving student comprehension through interactive model visualization 通过交互式模型可视化提高学生理解能力

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-12-01 Epub Date: 2024-06-30 DOI: 10.1016/j.iree.2024.100296

Simon D. Halliday , Christopher Makler , Douglas McKee , Anastasia Papadopoulou

{"title":"Improving student comprehension through interactive model visualization","authors":"Simon D. Halliday , Christopher Makler , Douglas McKee , Anastasia Papadopoulou","doi":"10.1016/j.iree.2024.100296","DOIUrl":"https://doi.org/10.1016/j.iree.2024.100296","url":null,"abstract":"<div><p>A large literature has shown that novices and experts across the STEM disciplines differ markedly in how they approach and solve problems. Many STEM education scholars find that giving students scaffolded exercises in which they work with a visualization tool can be highly effective in teaching novices to think more like experts. Using model visualization software developed for EconGraphs, we have created three custom collections of interactive exercises for use in microeconomics courses at three institutions, two in the US and one in the UK. Based on surveys of the students (n=71, 167, and 57 respectively at the three institutions), students found the new exercises helpful. Additional analysis at two of the institutions suggests that the exercises were more likely to be valued by students with weaker math skills, students with weaker introductory microeconomics skills, and, in some cases, students who agreed that economics was interesting and applicable to their daily lives. The contributions of this paper are to illustrate how the free content from EconGraphs and the associated authoring tools may be used to create exercises that enhance the teaching and learning experience at a range of institutions; to provide the exercises themselves as a public good; and to invite further innovation and investigation in this area.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"47 ","pages":"Article 100296"},"PeriodicalIF":1.3,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1477388024000148/pdfft?md5=0abd9668b41142b011e2d1a00251e8ee&pid=1-s2.0-S1477388024000148-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141582039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating the link between students’ learning intentions and their learning outcomes: A clustered randomised controlled trial 调查学生学习意愿与学习成果之间的联系：分组随机对照试验

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-12-01 Epub Date: 2024-07-15 DOI: 10.1016/j.iree.2024.100299

Erkal Ersoy, Rachel Forshaw, Suzanne Lampert

引用次数: 0

Improving student outcomes using automated feedback in a first-year economics class 在一年级经济学课堂上利用自动反馈提高学生成绩

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-12-01 Epub Date: 2024-09-26 DOI: 10.1016/j.iree.2024.100303

Sinead Huskisson , Tom O'Mahony , Seán Lacey

{"title":"Improving student outcomes using automated feedback in a first-year economics class","authors":"Sinead Huskisson , Tom O'Mahony , Seán Lacey","doi":"10.1016/j.iree.2024.100303","DOIUrl":"10.1016/j.iree.2024.100303","url":null,"abstract":"<div><div>The assessment literature advocates utilising formative assessment strategies to support and enhance student learning. This study uses online practice tests with inbuilt feedback, that students could repeatedly use, as a formative feedback strategy in a first-year introductory microeconomics module. The key question explored is whether repeated engagement with online practice tests had a statistically significant impact on students’ subsequent performance on a summative assessment. Quantitative engagement and performance data (N = 223) were collected from a cohort of first-year students. An analysis of this data reveals that engaging with the online practice test multiple times has a statistically significant impact on final performance. Controlling for the mid-term grade, on average, each cycle of ‘seeking and acting’ increases grades in the final exam by 1.3 % (p = 0.003). Hence, the data suggests that incorporating multiple opportunities to take an online practice test, which includes feedback, is an important feature of the strategy. A smaller sample of qualitative survey data (N = 131) reveals that these economics students hold traditional views of feedback with little awareness of their own role in seeking and acting on feedback. We argue that formative practice tests have the potential to support the development of student feedback literacy.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"47 ","pages":"Article 100303"},"PeriodicalIF":1.3,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A picture is worth a thousand words: The effectiveness of infographics in microeconomic principles courses 一图胜千言：信息图表在微观经济原理课程中的有效性

IF 1.3 4区经济学

International Review of Economics Education Pub Date : 2024-12-01 Epub Date: 2024-07-11 DOI: 10.1016/j.iree.2024.100300

Lauren Calimeris , Edward Kosack

{"title":"A picture is worth a thousand words: The effectiveness of infographics in microeconomic principles courses","authors":"Lauren Calimeris , Edward Kosack","doi":"10.1016/j.iree.2024.100300","DOIUrl":"https://doi.org/10.1016/j.iree.2024.100300","url":null,"abstract":"<div><p>We investigate the impact of infographics on student learning in principles of economics classes. Infographics display facts, data, and information about a specific topic in a clear and easy to understand manner, using graphics and pictures to help summarize, explain, and display information. Creating an infographic can be a fun, engaging, and powerful educational tool for learning new topics in both introductory and advanced courses. We use a randomized classroom experiment to evaluate the effect of creating infographics on student learning in principles of microeconomics courses as measured by exam performance. The randomization across topics enables a student-fixed effects estimation of the effect of infographics. We find students were 2.1–2.2 percentage points more likely to answer a multiple-choice question correctly relating to the topics for which they completed an infographic relative to those they did not. We provide suggestive evidence that infographics may help higher ability students most, increasing their scores on both multiple choice and short answer questions.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"47 ","pages":"Article 100300"},"PeriodicalIF":1.3,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141605521","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