Bridging Theory and Practice in Economics and Computer Science Education
Learner-centered worksheets, Think–Pair–Share, and games improve quantitative understanding, engagement, and confidence across Computer Science and Economics courses.
Presented by:
Shuoshuo Hou, College of St. Benedict and St. John’s University
Vijay Srinivas Tida, College of St. Benedict and St. John’s University
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Key Words:
Active Learning, Student Engagement, Game-Based Learning
Abstract:
The proposed study investigates learner-centered pedagogies that combine structured worksheets, Think–Pair–Share (TPS), and game-based learning to enhance conceptual understanding, engagement, and inclusive participation in Computer Science and Economics courses. In Discrete Computational Structures, scaffolded worksheets implemented through TPS and an UNO-based probability activity were assessed using student surveys, with over 80% reporting that the worksheets were helpful and increased their confidence. In Introduction to Economics, more than 90% of students found in-class exercises, quantitative reasoning tasks, and interactive games helpful and engaging. Overall, TPS-supported worksheets and experiential learning improved understanding and student confidence across quantitative disciplines.
Outcomes:
1. Analyze how structured worksheets, TPS, and game-based learning can be intentionally integrated to strengthen conceptual understanding and student engagement in quantitative courses.
2. Compare and evaluate the impact of experiential, game-based activities on student learning using survey and feedback data from economics and computer science contexts.
3. Design and adapt a practical plan to implement active learning strategies such as TPS and simple games within participants’ own quantitative courses.
References:
Elrod, S. (2014). Quantitative reasoning: The next “across the curriculum” movement. Peer Review, 16(3), 4-8.
Buffalari, D. (2022). Structured worksheets: Simple active learning strategies to increase transparency and promote communication. Journal of Undergraduate Neuroscience Education, 20(2), A241.
Guenther, A. R., & Abbott, C. M. (2024). Think-pair-share: Promoting equitable participation and in-depth discussion. PRiMER: Peer-Reviewed Reports in Medical Education Research, 8, 7.
Méndez-Carbajo, D. (2016). Quantitative reasoning and information literacy in economics. Information literacy: Research and collaboration across disciplines, 305-322.
Katual, D., Drevin, L., & Goede, R. (2023). Game-Based Learning to Improve Critical Thinking and Knowledge Sharing: Literature Review. Journal of the International Society for the Systems Sciences, 67.