Impact of Digital Game-Based Learning on Economic Reasoning Skills in Undergraduate Courses

Thesis Abstract

Digital Game-Based Learning (DGBL) has gained traction as a potential catalyst for enhancing economic reasoning in undergraduate education, yet empirical demonstrations of its effectiveness remain limited and context-dependent. This study addresses the gap by evaluating whether integrating DGBL interventions into introductory and intermediate economics courses improves economic reasoning skills, compared with traditional lecture-based pedagogy. The aim is to determine the impact of DGBL on students’ ability to apply core economic concepts, reason through causal relationships, and engage in evidence-based argumentation in policy-relevant contexts. Specific objectives include (1) measuring changes in economic reasoning performance using a validatedAssessment of Economic Reasoning (AER) instrument, (2) examining differential effects by course level (introductory vs. intermediate) and student characteristics (prior GPA, gender, and engagement measures), and (3) exploring student perceptions of cognitive load, motivation, and perceived usefulness of DGBL through qualitative insights. A mixed-methods research design is employed, combining a quasi-experimental, non-randomized control trial with an explanatory sequential qualitative phase. The population comprises undergraduate economics students enrolled in five large-enrollment universities in a metropolitan region during the 2024–2025 academic year. A total sample of 1,200 students is targeted, with 600 assigned to the DGBL treatment (three sections per course level across three universities) and 600 to the conventional instruction control group. The DGBL intervention spans 12 weeks per course, employing licensed digital simulation environments and scenario-based micro-games that operationalize supply and demand, market structures, and policy analysis through exploratory and negotiation tasks. Instruments include (a) the AER instrument, adapted from established economic literacy and reasoning measures, (b) a motivation and cognitive load questionnaire, and (c) a semi-structured interview protocol for a purposive sub-sample of 60 students and 12 instructors. Data collection occurs at three points pre-test (week 0), post-test (week 12), and a delayed post-test (week 24) to assess retention. Quantitative analyses utilize ANCOVA to compare post-test scores between treatment and control groups while controlling for baseline performance, with additional multivariate regression to identify moderators such as course level and prior achievement. A difference-in-differences (DiD) approach supplements causal inference by exploiting temporal changes across groups. Structural equation modeling (SEM) tests the hypothesized pathways linking DGBL exposure to intrinsic motivation, perceived usefulness, cognitive engagement, and economic reasoning outcomes. Reliability analyses (Cronbach’s alpha and test–retest reliability) and validity checks (construct validity via confirmatory factor analysis) are conducted on the instruments. Qualitative data are analyzed using thematic analysis, with coding conducted by two independent researchers and triangulated with quantitative findings to illuminate mechanisms behind observed effects. Expected findings include a statistically significant improvement in economic reasoning scores for the DGBL group relative to the control group, with a moderate effect size (Cohen’s d around 0.35 to 0.50) after adjusting for baseline differences. The analysis is anticipated to reveal stronger gains among introductory-level students and those with higher intrinsic motivation, mediated by elevated engagement and perceived usefulness of interactive simulation-based tasks. Retention effects are expected to persist at the delayed post-test, albeit attenuated. Qualitative insights are likely to indicate that DGBL enhances experiential understanding of market dynamics, fosters collaborative argumentation, and reduces anxiety around abstract concepts, while concerns about screen time and cognitive load are reported. The study contributes to knowledge by providing robust, multi-site empirical evidence on the effectiveness of DGBL for economic reasoning in undergraduate education, clarifying mechanisms through which digital simulations influence learning, and identifying contextual factors that shape outcomes. The findings inform curriculum designers and policymakers about scalable strategies to integrate game-based tools without compromising core learning objectives. Recommendations include adopting modular DGBL units aligned with syllabus outcomes, providing instructor professional development focused on facilitating game-based activities, and incorporating formative assessments within the games to monitor progress. Limitations include non-random assignment and potential instructor effects, which are mitigated through covariate controls and cross-site replication. Overall, the study advances understanding of how digital game-based approaches can strengthen economic reasoning and contribute to more evidence-based, interactive economics pedagogy.