Bosley (2016), Dvorak et al. (2019), and Egbert and Mertins (2010) propose students reproduce, develop a variant, or design their own economic experiment. Bosley (2016) and Egbert and Mertins (2010) provide detailed information to implement the exercise in your course.
Students are gaining more control over the experiment compared to just playing one. This gives them additional benefits as they not only understand an economics concept but also, students learn how to build an experiment “from the ground up”; a skill potentially transferable to the labor market.
Students are offered an opportunity for more practical learning.