In an oligopoly classroom experiment we study the extent to which microeconomic education, strategic incentives, and gender affect students’ profits. In our setting, students may interact in the classroom (indeed, everywhere) prior to submitting quantity bids to a virtual market. As students could submit a quantity bid over a week-long period, information exchange among students was expected to take place (as it did). This makes this experiment very useful as a pedagogical tool. Students were divided into markets. We first apply a treatment in which students’ incentives only depend on their own market performance. In the second treatment students’ incentives not only depend on their own market performance but also on performance in other markets. First, it is observed that gender does not affect the results. Second, significant education effects are found. Indeed, students’ profits differ as students reach a higher level of microeconomics education. Finally, cumulative profits depend on the treatment applied: under the first treatment students are more competitive, whereas under the second treatment students partially cooperate. Moreover, this result is related to the level of education in microeconomics.

在一个寡头课堂实验中，我们研究了微观经济教育，策略性激励措施和性别对学生利润的影响程度。在我们的环境中，学生可以在课堂上（实际上，到处都是）进行互动，然后再向虚拟市场提交数量竞标。由于学生可以在一周的时间内提交数量投标，因此有望在学生之间进行信息交流（确实如此）。这使得该实验作为教学工具非常有用。学生分为市场。我们首先采用一种疗法，其中学生的激励措施仅取决于他们自己的市场表现。在第二种疗法中，学生的激励不仅取决于他们自己的市场表现，而且还取决于其他市场的表现。首先，观察到性别不会影响结果。第二，发现了显着的教育效果。的确，随着学生接受更高层次的微观经济学教育，他们的利润会有所不同。最后，累积利润取决于所采用的治疗方法：在第一种治疗下，学生更具竞争力，而在第二种治疗下，学生部分合作。而且，这个结果与微观经济学的教育水平有关。