Al‐Bahrani, A., Weathers, J., & Patel, D. (2019). Racial Differences in the Returns to Financial Literacy Education. Journal of Consumer Affairs, 53(2), 572-599.

Abstract: We examine financial literacy and the returns to financial literacy education, specifically focusing on the racial financial literacy gap. We confirm evidence that whites have higher financial literacy scores relative to minorities and that financial literacy increases with participation in financial literacy education. However, we find the benefit of participation in financial literacy education is higher for whites than that for minorities. Thus, the impact of being white alone persists, indicating a racial financial literacy and/or behavioral difference despite financial literacy education. Our findings have implications for policymakers interested in narrowing the racial wealth gap via financial literacy education

Al-Bahrani, A., Mahon, D., Mateer,D., Murph, R. (2018). Leveraging the Pokemon Go Gaming and Augmented Reality Environment to Teach Economics. Journal of Economics Teaching,3(2), 218-231.

Abstract: Pokémon GO is a free-to-play, location-based augmented reality game developed by Niantic for iOS and Android devices.  The game draws on the familiarity of Nintendo's Pokémon video games, which led to trading card games, animated television shows and movies, comic books, and toys that grew in popularity in the late 1990s and early 2000s.  Users in Pokémon GO explore the real world around them in an attempt to catch 'em all.  The game quickly grew to over 25 million active daily users in 2016, making it the biggest mobile game in US history. Given that many college and high school students have played the game, this provides a unique opportunity for instructors to use this viral sensation in the classroom to enhance economics education.

D’Souza, R. R., Clarkin, J. E., & Al-Bahrani, A. (2018). Starting Early: The Impact of Experience Based Education on Entrepreneurial Intentions of High School Students. Journal of Higher Education Theory and Practice, 18(4).

Abstract:This paper examines the education-entrepreneurial intentions relationship and the effects of experiential entrepreneurship education on that relationship. Relying on the theory of planned behavior and the theory of human behavior, we develop and test hypotheses to enhance the knowledge in the field of entrepreneurship education. Our goal in this study is to discover ways to in which experiential education in entrepreneurship can positively affect the attitudes and intentions of students, and to further the base of knowledge in the link between these education programs and intentions. Results suggest that problem based experiential learning does indeed impact how students think about entrepreneurship as a career and their perceived level of control.

Al-Bahrani, A., Buser, W., Patel, D. (2018). Does Math Confidence Matter? How Student Perceptions Create Barriers to Success in Economics Classrooms. Journal of Economics and Finance Education, 17(1), 61-77.

Abstract: One of the most common obstacles in the economics classroom is facing a student’s disinclination to perform tasks requiring basic quantitative skills. Economics, relative to other disciplines, is particularly bridled by this challenge since mastery of economics requires sufficient mathematical proficiency to elicit anxiety and resistance in many students, but is not widely regarded as math intensive enough to generate a selection effect of highly quantitative students. This paper attempts to measure undergraduate economics student perceptions of their level of “mathiness” or mathematical abilities and anxieties and then identifies the impact of perceptions on their performance in economics courses.

Al-Bahrani, A., Darshak,P. , Sheridan, P. (2017). “Have Economic Educators Embraced Social Media as a Teaching Tool?” Journal of Economic Education, 48 (1), 45-50.

Abstract: In this article, the authors discuss the results of a study of the perceptions of a national sample of economics faculty members from various institutions regarding the use of social media as a teaching tool in and out of the economics classroom. In the past few years, social media has become globally popular, and its use is ubiquitous among students. As such, some instructors have incorporated social media into their courses to engage students. Others are reluctant to embrace social media, citing privacy concerns, social media being more of a distraction than a useful tool, and the challenge of keeping up with social media developments, among others. The authors characterize economics faculty's perceptions of the use of social media platforms for economic instruction.

Al-Bahrani, A. (2017). “Competition in Online Markets: When Banks, Compete do Consumers Really Win”. Journal of Housing Research. 25 (2), 157-170.

Abstract: The perceived objective of price comparison sites is to aggregate price quotes from several firms. They are expected to reduce consumers' search costs and lead to more competitive markets. In this paper, I examine the difference in the prices consumers pay on comparison sites relative to traditional shopping methods. Using a unique data set, a mortgage firm's pricing strategies on, a price comparison site, and in traditional markets are examined. The results indicate that and traditional consumers pay the same price on average. The presumed benefits from lower search cost on do not result in lower mortgage prices.

Al-Bahrani, Abdullah; Darshak Patel, Brandon Sheridan “Evaluating Twitter and its Impact on Student Learning in Principles of Economics Courses” Journal of Economic Education 48(4), 243-253, 2017.

Abstract: Ever since Becker and Watts (1996) found that economic educators rely heavily on “chalk and talk” as a primary teaching method, economic educators have been seeking new ways to engage students and improve learning outcomes. Recently, the use of social media as a pedagogical tool in economics has received increasing interest. The authors assess students across three different institutions to see if the use of Twitter improves learning outcomes relative to a traditional Learning Management System. Using an experimental design, they find no evidence that the use of Twitter improves students' learning.

Al-Bahrani, Abdullah; Brad Libis, Sara Drabik, John Gibson. ”Econ Beats: A Semester Long, Interdisciplinary, Project-Based Learning Assignment”. Journal of Economics and Finance Education. 16 (3), 1-11, 2017.

Abstract: Innovative teaching in economic education has used media, music, and popular culture. We provide educators with a semester-long, interdisciplinary, collaborative, active learning project called Econ Beats. The project requires students from Economics to work with media students over an entire semester to create a music video that explains economic content. The highlight of project is a publicscreening that showcases students’ projects. We provide a blue print toeducators on how to best incorporate the assignment and plan the event. The project brings attention to economics, and is a way to engage the community.

Al-Bahrani, Abdullah; Kim Holder; Rebecca Moryl; Ryan Murphy; and Darshak Patel. “ Putting yourself in the picture with an ”ECONSelfie”: Using student-generated photos to enhance introductory economics courses” International Review of Economics Education22(1) 16-22. 2016

Abstract: Students in economics classrooms are increasingly digital natives, raised in a culture of engagement, expression and learning through online interactions using technological devices. We have turned the concept of a ‘selfie’ into an instructional tool for students to demonstrate their understanding of economic concepts, as well as to engage personally with those concepts. A student self-assessment survey supports the expectations of the literature that our ECONSelfie assignment leverages the power of visuals and narratives to help students link themselves with introductory economics material for improved learning outcomes.

Al-Bahrani, Abdullah; Kim Holder; Darshak Patel; Jadrian Wooten. “ Art of Econ: An Interdisciplinary Approach for Differentiated Assessment”Journal of Economics and Finance Education 15 (2), 1-16, 2016 .

Abstract: Research has shown that, at the principles level, economics education relies predominantly on lectures for teaching. Introducing differentiated teaching by leveraging active learning provides a way for economics educators to increase students overall understanding and to assess competency at a higher level. In this paper, we provide instructors with a range of active learning assignments with relatively low costs for all participants. These assignments utilize a variety of economics-themed creative projects, which require students to determine which information is essential, use economics language clearly and precisely, and create deliverables that engage the audience with classroom material using an innovative approach.

Al-Bahrani, Abdullah; Kim Holder, Darshak Patel; and Brandon Sheridan. “The Great Digital Divide: Using Television to Teach Economics”. Journal of Economics and Economic Education Research.17 (2), 105-112. 2016.

Abstract: Economics instructors have increasingly embraced the use of popular culture as a teaching resource to enhance their lectures. The use of television shows, music and media clips presumably makes economic theories, concepts, and terms more relevant to today’s students. For example, shows like The Simpsons, The Office, The Big Bang Theory, Seinfeld and many others have been suggested as great teaching tools for Economics due to students’ familiarity with the content. We evaluate this claim by surveying students at three institutions over two years to identify which television shows and musicians are most popular with students. Our results indicate that the popular media frequently used by instructors are not always correspondingly popular with current students.

Al-Bahrani, Abdullah,; Chelsea Dowell; Darshak Patel.“Video Scrapbooking: An Art Form Revived in the Economics Curriculum”. Journal of Economics and Economic Education Research. 17(1), 7-15, 2016.

Abstract: Economic education has had a growing focus on new media integration in the classroom. As the days of "chalk and talk" lectures give way, more emphasis has been placed on increasing student engagement (Harter, Becker and Watts, 1999). Given the current college student generation's fascination with technology, media has become a new learning tool. In this paper, we present a twist on an old art form to use in the classroom. Video scrapbooking is new way to engage and assess students in the economics curriculum.

Al-Bahrani, Abdullah and Darshak Patel.“Incorporating Twitter, Instagram and Facebook in Economics Classrooms” . Journal of Economic Education. 46(1), 56-67, 2015

Abstract: Social media is one of the most current and dynamic developments in education. In general, the field of economics has lagged behind other disciplines in incorporating technologies in the classroom. In this article, the authors provide a guide for economics educators on how to incorporate Twitter, Instagram, and Facebook inside and outside of the classroom. The authors’ aims are to discuss the potential benefits of social media for economics curricula, explain how to effectively use social media, and reduce some of the concerns associated with implementing new technology.

Al-Bahrani, Abdullah and Darshak Patel.“Using ESPN 30 for 30 to Teach Economics”.Southern Economic Journal. 81(3), 829-842, 2015

Abstract: Education in economics has trended away from “chalk and talk” toward alternative pedagogical approaches in recent years. This article documents one such approach used to illustrate economic concepts, the use of film clips from ESPN 30 for 30. This series can be used to augment traditional principles' classes or as real world examples of concepts discussed in upper division economic courses. The ESPN 30 for 30 film series merges three different areas of interests: film, sports, and history. Through these diverse spectrums, ESPN 30 for 30 films provides instructors with another resource to use in classrooms and creates an environment that facilitates active learning activities.

Al-Bahrani, Abdullah, Darshak Patel and Brandon Sheridan.“Using Social Media to Engage Students Outside of the Classroom, the Students Perspective”. International Review of Economics Education. 19(1) 36-50, 2015

Abstract: Social media access and usage has grown rapidly in the past several years. In academia, social media is a new pedagogical tool that may be used to engage students both inside and outside the economics classroom, and impact their overall success. In this study we examine the students’ view of incorporating social media in the classroom. The survey was administered at three academic institutions. The results are based on a survey administered to students in Principles of Microeconomics and Macroeconomics courses. Students have the strongest presence, in descending order, on Facebook, YouTube, Instagram, and Twitter. However, based on their utilization preferences, these mediums are ranked as follows: Instagram, Facebook, Twitter and YouTube. The results indicate that students are concerned with privacy but are more willing to connect with faculty if the connection is “one-way” and participate if social media is a voluntary part of class. Therefore Twitter, YouTube and Instagram, or Facebook “like” pages or groups are potentially better mediums for faculty to use in economic classrooms. The survey indicates that students use their social media accounts more frequently than email or Learning Management Systems and, therefore, social media may also be a more effective tool for spontaneous communication for many students.

Al-Bahrani, Abdullah and Qing Su “Determinants of Mortgage Pricing: A Quantile Regression Analysis” Journal of Housing Economics. 13 (December), 77-85, 2015

Abstract: This paper examines the impact of consumers’ creditworthiness, loan terms, loan amount, loan-to-value ratio, and loan purpose on mortgage pricing while controlling for market condition, macroeconomic performance, and loan sources. Applying quantile regression methods based on a lender-provided dataset covering the period of 2002–2007, this paper is able to differentiate these effects with respect to distribution of mortgage pricing. The regression results indicate that loan applicants with higher levels of creditworthiness in terms of credit score receive a lower mortgage premium above default and interest rate risk. For every 10 point increases in credit scores, the mortgage premium above default and interest rate risk declines consistently from by 1 basis point at the 10th quantile to 5 basis points at the 90th quantile. Loan applicants receive discounts ranging from 24 to 117 basis points, 22 to 115 basis points, 13 to 87 basis points for mortgage loans with LTV ratio below 60 percent, between 60 and 70 percent, and between 70 percent and 80 percent, respectively.

Al-Bahrani, Abdullah, Kim Holder, Adam Hoffer and Solina Lindahl. “”. Journal of Economic Education. 46(4), 443, 2015