En un entorno económico y empresarial en constante cambio, resulta especialmente interesante que los estudiantes conozcan y experimenten en sus propias decisiones las finanzas conductuales. Ello les permitirá entender mejor el comportamiento de los agentes económicos en distintas situaciones de la vida (subastas, fijación de precios, negociaciones, inversiones y financiación). Experimentando, adquieren conocimientos sólidos sobre los sesgos, los comportamientos racionales e irracionales y las motivaciones que rigen la vida económica. Los experimentos económicos controlados, una metodología de aprendizaje gamificada, permite que los estudiantes aprendan jugando y comprendan mejor conceptos económico-financieros complejos como el comportamiento de manada en los mercados online, los fallos y posibles soluciones del mercado crediticio, o las burbujas financieras de precios. Presentamos los resultados obtenidos al aplicar esta experiencia de innovación docente en el Máster en Finanzas Corporativas de la Universitat de València. Dichos resultados corroboran la profunda comprensión que consiguieron los estudiantes así como su satisfacción e implicación en el proceso de aprendizaje, por su dinamismo y carácter lúdico.

This current innovative education project has the main goal of introducing students to experimental economics to help them better understand complex macroeconomic concepts. For this purpose, it is used an online experimental platform to develop a role-playing dynamic with which students become real economic agents. This gamified technique allows students to interact with each other in the goods and production factors markets and, thus, generate a circular flow studied as one of the main macroeconomic principles. The online platform is conceived as a two-sided website: on one hand, students are assigned a role and asked to make decisions; and, on the other, professors can instantaneously access results in order to explain participants the consequences of their choices. This innovation had a three-step approach. In the first place, students participated in the internet-based experiment according to the instructions provided by the teaching team. Subsequently, there was a discussion around the main results and their connection with macroeconomic theory. Secondly, students were asked to analyze both the experience and the learning outcomes through a report following well-defined guidelines. Lastly, students evaluated themselves as a co-evaluation practice. This horizontal evaluation promotes students’ understanding of the topic due to empathy development and raising awareness of other fellows’ efforts. To evaluate the effectiveness of the activity, a survey using a Likert scale was conducted as well as an examination of co-evaluation procedures. Results show high levels of engagement, enhanced motivation due to role-playing and satisfaction due to this gamified experience that raises students’ levels of attention by incorporating competition and reward-based mechanisms.

Abstract-We propose to study the impact of a suite of policies on the performance of a multi-file distribution system that integrates CDN and P2P techniques. One of the policies is the peer contribution policy that decides the limited data rate and data volume to be contributed by each peer. The peer contribution policy is critical to maintaining the system's overall file distribution capacity without unfairly overloading the individual peers. In our previous work, we present an analytical framework for the modeling of a hybrid CDN-P2P architecture under a filespecific peer contribution policy. In this paper, we focus on a different scenario where multiple files are being distributed and the peer contribution policy is file-independent. We argue that a suite of policies need to be studied, in order to understand their impacts on the overall file distribution performance. The policies include: (1) file-independent peer contribution policy, (2) file request admission policy, (3) supplier selection policy, and (4) file replacement policy. We define a system model for the analysis of these policies. Based on the model, we also propose possible definitions of the policies.

Electronic word of mouth (eWOM) plays a crucial role in influencingpurchasing decisions of consumers as it provides them with further assurancein situations governed by asymmetric information. In this context, investorsinteracting in reward-based crowdfunding platforms might modify theirpurchasing intentions according to recommendations of peers and experts.The objective of this paper is to analyze the power of eWOM to shapeconsumers’ initial purchasing intentions by conducting an experimentthrough Amazon Mechanical Turk (AMT). This online experimental toolallows for an instant access to a large and culturally diverse subject pool,making it easier for researchers to conduct behavioral research requiringlarge amounts of subjects. By recreating a reward-based crowdfundingwebpage and tracking how consumers’ product choice varies due torecommendations of other buyers and experts, current research confirmseWOM power in modifying purchasing decisions as well as prevalence ofother buyers’ recommendations over those of experts. Additionally, it istested AMT as a crowdsourcing platform that enables scholars to carry outonline research related to economics and social sciences.

In September 2015, world leaders agreed on a new sustainable development agenda based on a set of global goals aimed at eradicating poverty, ensuring planet protection and guaranteeing prosperity for future generations (Stafford-Smith et al., 2017). Since then, the education sector has played a fundamental role, not only raising awareness among young people about the importance of Sustainable Development Goals (SDGs) but also promoting innovative ideas around sustainability (Owens, 2017). SDGs implementation needs of business actors rethinking their understanding of economic growth, taking into consideration not only economic aspects but also social and ecological concerns (Crespo et al., 2017). Thus, the traditional paradigm based on continuous economic expansions needs to adopt a triple bottom line perspective (Slaper and Hall, 2011). In this context, it is remarkable to bring economic and business students closer to the importance of SDGs, involving them in the 2030 Agenda for sustainable development. For this purpose, a LEGO Serious Play (LSP) workshop is held to envision a more sustainable tomorrow and collectively reflect on the main challenges of our society from the business perspective (Kristiansen and Rasmussen, 2014). LSP is an unconventional methodology based on brick-building and metaphoric storytelling. It involves kinesthetic learning given that participants are asked to build metaphoric structures with Lego bricks that respond to a challenge raised by the instructor. This hands-on methodology is often accompanied by facilitated reflection, becoming a language for emotional content and promoting discussion around complex issues (Peabody and Noyes, 2017). The workshop started with an introduction to LSP for students to familiarize themselves with its dynamics. Then, a challenge related to the achievement of Sustainable Development Goals (SDGs) was raised by the instructors who accompanied students through the process of strategic thinking. The last part of the workshop was devoted to sharing ideas and reflections among participants, both regarding the designed prototypes and the potential of LSP for developing new ideas. This last phase was developed firstly within the different work groups and, after, with the broader group so that participants could receive the feedback of their fellows before presenting the prototypes to all participants. To analyze the results of this innovative education project, we conducted a survey among participants about LSP methodology, workshop dynamics and skills acquisition using a Likert scale. The results show how LSP is especially suitable to foster ideation around SDGs since it raises awareness and understanding about how these goals might be integrated into daily business initiatives. It also allows participants to significantly improve their communication and problem-solving skills. This suggests LSP methodology is suitable in higher education contexts as it allows students to reflect on complex issues through an ideation process where kinesthetic learning plays a crucial role. LSP speeds up the process of finding sustainable solutions and allows unconscious ideas to take shape in 3D. It also helps students to foster self-confidence as well as network with other students, given its socializing nature. All in all, students develop key skills for their professional development.