Score contribution per author:
α: calibrated so average coauthorship-adjusted count equals average raw count
This paper presents the results of an evaluation of the WinEcon computer‐based learning (CBL) software released into the academic community in September 1995. The focus of the paper is the impact of continued and directed WinEcon use on students’ learning as measured by their examination results. The subjects of the study were the 240 Leicester University students enrolled on the 1995/96 introductory microeconomics course who were categorised by their use of WinEcon. Using traditional regression and decomposition techniques, we show that directed use of WinEcon can enhance exam performance by a small but significant proportion, enough to improve the pass rate of the overall course.