Learning Political Science with Prediction Markets: An Experimental Study

Ellis, Cali M.; Sami, Rahul

doi:10.1017/s1049096511002113

Cited by 8 publications

(8 citation statements)

References 12 publications

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“…PMs have been positioned as educational tools with applications in a range of domains (see, for example, Buckley, Garvey, & McGrath, 2011;Ellis & Sami, 2012;Evans, 2012;Garvey & Buckley, 2010;Raban & Geifman, 2010). This study uses a carefully designed online PM learning intervention that instantiates all the key elements of gamification.PMs have objective rules.…”

Section: Gamified Learning Interventionmentioning

confidence: 99%

Gamification and student motivation

Buckley

Doyle

2014

Interactive Learning Environments

582

323

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The literature suggests that gamified learning interventions may increase student engagement and enhance learning. We empirically investigate this by exploring the impact of intrinsic and extrinsic motivation on the participation and performance of over 100 undergraduate students in an online gamified learning intervention. The paper makes a number of contributions. First, by synthesizing the literature the central concepts required for a learning intervention to be considered gamified are mapped and the development of an online gamified learning intervention is described. Second, the effect of gamification on learning outcomes is examined using a pre-and post-intervention survey. We find that gamified learning interventions have a positive impact on student learning. Third, our results show that while generally positive, the impact of gamified intervention*ns on student participation varies depending on whether the student is motivated intrinsically or extrinsically. These findings will be of practical interest to teaching and learning practitioners working in a range of educational contexts, and at all levels of education, who wish to increase student engagement and enhance learning.

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Section: Gamified Learning Interventionmentioning

confidence: 99%

Gamification and student motivation

Buckley

Doyle

2014

Interactive Learning Environments

582

323

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“…Moreover, none of the studies we have found approach the use of a prediction market in the same way as we did. Ellis and Sami (2012) create a prediction market for their class on war in international relations. In doing so, they utilize a variety of current events for the students to bet on ranging from the Iranian nuclear weapons test in 2010 to legislative elections in Haiti that same year.…”

Section: Prediction Markets In Political Sciencementioning

confidence: 99%

“…They randomly assigned a subset of their class to trade on the market they built themselves. Ellis and Sami (2012) selected topics to open and close at different points throughout the semester; they also used a virtual currency, internal to their market, that they translated into real money as an incentive for their students at the conclusion of the simulation.…”

Section: Prediction Markets In Political Sciencementioning

confidence: 99%

“…The utilization of prediction markets in undergraduate courses extends the long history of efforts by political science faculty to engage students in innovative and experiential learning (e.g., Bradberry and De Maio 2019;Elder, Seligsohn, and Hofrenning 2007;Brock and Cameron 1999;Hensley 1993); the goal is often to foster not just critical thinking skills, but also genuine interest and enthusiasm in the content and area of study more broadly. Examples of markets in undergraduate classrooms abound in political science (Ellis and Sami 2012;Berg and Chambers 2018;Abramson 2010) 2 and the business and management discipline in particular (Buckley and Doyle 2016;Buckley, Garvey, and McGrath 2011). With the 2022 United States congressional elections looming, we decided an effective way to both get our students interested in the election and immerse them in the literature on congressional elections was to implement our own private elections prediction market.…”

mentioning

confidence: 99%

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Using Prediction Markets as a Tool for Classroom and Civic Engagement

McGee

Hall

2023

Preprint

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In the post-COVID classroom, some challenges remain the same as pre-COVID: keeping students actively engaged in the course and seeking ways to help them understand how to apply course content to real-world scenarios. In an effort to address this enduring barrier, we implement a prediction market focused on the 2022 congressional midterm elections in our introductory and upper-level political science courses. Using original survey data, obtained through the administration of pre and post surveys, we discuss the impact of the market on behavior, knowledge, and attitude. We will also explain how we accomplished this continuous semester project using both the prediction market and classroom assignments with the goal of providing useful tips for anyone seeking alternative methods of engagement and different ways by which to achieve it in either introductory or upper level courses.

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“…A full description of the experiment and results is forthcoming [Ellis and Sami 2012]; a short preliminary version appeared in the proceedings of the Computer Supported Collaborative Learning (CSCL) 2011 conference [Ellis and Sami 2011]. In contrast to most prior empirical research on prediction markets, which has focused on market outcomes and accuracy, we concentrate on the effect of the market on the traders themselves, as well as on characterizing the self-selected group of traders within the larger group of potential traders.…”

mentioning

confidence: 99%