Design and evaluate an online simulation tool for teaching microeconomic decision-making

Thesis Abstract

In the rapidly evolving landscape of economics education, there exists a persistent challenge in engaging students with complex microeconomic decision-making concepts through traditional pedagogical approaches. This study addresses the critical need for innovative instructional tools that promote active learning and enhance understanding of microeconomic principles. The primary aim is to design, implement, and evaluate an interactive online simulation tool that facilitates experiential learning of key microeconomic decision-making processes such as consumer choices, producer behaviors, and market interactions. Specific objectives include assessing the effectiveness of the simulation in improving students’ conceptual understanding, engagement, and decision-making skills; examining user perceptions of the tool's usability and educational value; and identifying the features that most significantly contribute to learning outcomes. Methodologically, the study employs a mixed-methods research design, integrating quantitative and qualitative data collection and analysis techniques to provide a comprehensive evaluation. The population comprises undergraduate students enrolled in introductory microeconomics courses at a major university, with a total population of approximately 600 students. A stratified random sampling technique is used to select a sample of 150 students across different academic years. Data collection instruments include a structured pre- and post-intervention knowledge test to measure conceptual gains, a Likert-scale questionnaire to gauge engagement and usability, focus group discussions for in-depth insights into user experiences, and system logs to analyze student interaction patterns with the simulation. The validity and reliability of the instruments are established through expert review and a pilot study involving 30 students. Data analysis involves descriptive statistics, paired sample t-tests to assess differences in pre- and post-test scores, regression analysis to explore relationships between simulation engagement and learning outcomes, and thematic analysis of qualitative data. A modified version of Fischer’s Decision-Making Theory and Becker’s Microeconomic Choice Model serve as the theoretical frameworks underpinning the design and interpretation of the simulation activities. Expected findings indicate that students who participate in the simulation will demonstrate statistically significant improvement in understanding microeconomic concepts, higher engagement levels, and more confidence in applying decision-making models compared to the control group receiving traditional instruction. The analysis is anticipated to reveal specific features of the simulation—such as real-time feedback, scenario variability, and decision tracking—that substantially influence learning effectiveness. Additionally, student feedback is expected to highlight the perceived usability and pedagogical value of the online tool, providing valuable insights for iterative improvements. This research makes a notable contribution to knowledge by providing empirical evidence on the effectiveness of interactive simulation tools in economics education, particularly within the context of microeconomic decision-making. It extends existing literature by offering a detailed design framework, evaluation metrics, and user-centered insights. The study’s findings will inform educators and instructional designers on best practices for integrating digital simulations into the curriculum, ultimately enhancing pedagogical strategies and student learning experiences. The main conclusion emphasizes that well-designed online simulations can serve as powerful adjuncts to traditional teaching methods, fostering active learning and conceptual mastery. Recommendations include scaling up the use of the simulation across different institutions, embedding it within blended learning environments, and conducting longitudinal studies to investigate long-term impacts on economic literacy. Future research avenues suggested involve exploring adaptive learning features, incorporating gamification elements, and expanding the scope to cover more advanced microeconomic topics, thereby advancing the strategic integration of digital technology in economics education.