Research and projects

A randomised field experiment in a large first-year microeconomics course, testing whether interacting with a graph teaches more than watching the same graph change. Students see identical economic models either as web figures they manipulate with sliders, or as silent videos that demonstrate the same changes. Crossed with this is a randomised weekly nudge to use the tool, which separates the effect of the format itself from the effect of how much students actually use it. Outcomes run across the semester: a mid-semester test, the final exam, and whether students finish the unit, alongside detailed usage data. A central question is who benefits most, with attention to students who arrive with weaker mathematics preparation. The aim is clean causal evidence on one concrete teaching choice, at the scale of a real cohort.