Economics

This article examines pedagogical lessons derived from the learning theory embodied in commercially successfully video games and their link to reported increases in ‘fluid intelligence ’ of student populations.The scholarly literature in this area is reviewed in order to elicit practical principles by which to guide the development of instructional video game modules for the teaching of economics. The authors ’ experiences in developing and pilot testing such a module, and in subsequently guiding student research efforts to develop an additional module, are then reviewed.The paper concludes that harnessing the benefits of video game technologies in the service of teaching and learning economics is both pedagogically sound and feasible for individual instructors