Active learning can help students to grasp abstract economic concepts and become acquainted with quantitative data analysis. This paper describes how a survey of willingness to pay for pizza that is designed, executed, analyzed, and interpreted by students can motivate learning about consumer demand. The approach, which can be adapted to other consumption goods, builds understanding of consumer demand from the level of the individual to the market.

Baye, M.R., and J.T. Prince. 2017. Managerial Economics and Business Strategy, 9th ed. New York: McGraw-Hill.

Bergstrom, T.C., and J.H. Miller. 2000. Experiments with Economic Principles: Microeconomics, 2nd ed. New York:Irwin/McGraw-Hill.

Brauer, J., and G. Delemeester. 2001. “Games Economists Play: A Survey of Non-Computerized Classroom-Games for College Economics.” Journal of Economic Surveys 15(2):221–236.

Brock, J.R. 1992. “Experimental Derivation of a Demand Curve.” Classroom Expernomics 1(2):3–4. https://academic.marietta.edu/people/delemeeg/expernom/issues/Fall1992.pdf.

Bruno, C.C., and B.L. Campbell. 2016. “Students’ Willingness to Pay for More Local, Organic, Non-GMO and General Food Options.” Journal of Food Distribution Research 47(3):32–48.

Champ, P.A., K.J. Boyle, and T.C. Brown, eds. 2003. A Primer on Nonmarket Valuation. Dordrecht, Netherlands: Kluwer.

Delemeester, G., and J. Brauer. 2000. “Games Economists Play: Noncomputerized Classroom Games.” Journal of Economic Education 31(4):406–406. Games at: https://academic.marietta.edu/people/delemeeg/games/.

Eber, N. 2003. “Jeux pédagogiques: vers un nouvel enseignement de la science économique.” Revue d'économie politique 113(4):485–521.

Elliott, M.S., and L.M. Elliott. 2020. “Using Data Analytics and Decision-Making Tools for Agribusiness Education.” Applied Economics Teaching Resources 2(2):38–50.

Gillespie, J.M., and M. Bampasidou. 2018. “Designing Agricultural Economics and Agribusiness Undergraduate Programs.” Journal of Agricultural and Applied Economics 50(3):319–348.

Hawtrey, K. 2007. “Using Experiential Learning Techniques.” Journal of Economic Education 38(2):143–152.

Hill, C. 2001. “A Classroom Game for Developing Market Demand and Demand Elasticities: The Snicker Effect.” Classroom Expernomics 10:193–203.

Holt, C.A. 1999. “Teaching Economics with Classroom Experiments.” Southern Economic Journal 65(3):603–610.

Holt, C.A. 2012. “Computer Programs for Classroom Games.” University of Virginia Department of Economics. http://www.people.virginia.edu/~cah2k/programs.html.

Louviere, J.J., and T. Islam. 2008. “A Comparison of Importance Weights and Willingness-to-Pay Measures Derived from Choice-Based Conjoint, Constant Sum Scales and Best–Worst Scaling.” Journal of Business Research 61(9):903–911.

Thomas, E.H., and N. Galambos. 2004. “What Satisfies Students? Mining Student-Opinion Data with Regression and Decision Tree Analysis.” Research in Higher Education 45(3):251–269.

Weidenaar, D.J. 1972. “A Classroom Experiment Demonstrating the Generation of a Market Demand Function and the Determination of Equilibrium Price.” Journal of Economic Education 3(2):94–100.