Bet Out the Vote: Prediction Markets as a Tool to Promote Undergraduate Political Engagement

Autor/inn/en	Berg, Lukas; Chambers, John
Titel	Bet Out the Vote: Prediction Markets as a Tool to Promote Undergraduate Political Engagement
Quelle	In: Journal of Political Science Education, 15 (2019) 1, S.2-16 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2018.1446342
Schlagwörter	Voting; Political Science; Introductory Courses; Prediction; Student Motivation; Elections; Citizen Participation; Undergraduate Students; Student Interests; Student Attitudes; Web Sites; Political Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Abstimmung; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Einführungskurs; Vorhersage; Schulische Motivation; Election; Wahl; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Studieninteresse; Schülerverhalten; Web-Design; Political attitude; Politische Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Over the course of three semesters spanning the 2016 primary and general elections, we conducted a series of quasi-experiments to evaluate the effects of prediction markets on undergraduate interest in the political process. We gave several classes in our institution's core American politics course the opportunity to collectively invest in election-related markets on PredictIt.org, and over two-thirds of our students reported that the exercise stimulated their interest in the elections and political process. Roughly half also reported reading more news articles because of their participation in the market. While our treatment group did not demonstrate statistically-significant improvement in tangential political awareness, knowledge, or engagement, our findings do challenge previous conclusions that prediction markets have limited capacity to motivate students in an introductory learning context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01