*2.4. Learning Materials*

The activity was designed to be multi-task to encourage students to reflect, experience, and debate social values in and out of the classroom. Students carried out di fferent tasks: (R) reading and writing (out-of-class), (E) experiment (in-lab), and (D) discussion (in-class). Figure 2 shows the chronology of the whole activity we hereafter call RED–'Reading–Experiment–Discussion'.

At the beginning of the term, students were provided with a list of books on humanistic economics (see Appendix A). Each student chose one book and wrote an essay on it. This task involved reading, analysis, reflection, and writing, and was quite time-intensive, around 10 weeks, starting by mid-September. The essay was required to be submitted online by the end of November. Three weeks before the end, students were informed that they had to participate in an economics lab experiment. No information regarding the experiment was revealed to students. The last week of November, students participated in the MTG experiment (see instructions in Appendix B) and then answered a questionnaire (see Appendix C for details about the questions) about their initial opinions and analysis. A discussion session was organized for students to relate the readings to the experiment in the first week of December.

**Figure 2.** Chronology of the RED–'Reading–Experiment–Discussion'—activity.
