*Further Extensions*

Concerning the task of reading and writing, we propose to manage the reading task as a collaborative reading through virtual discussion forums in which both students and teachers are involved. The forums aim to promote continuous reflection and encourage students to share opinions and questions on a topic. The teacher could establish a timeline for the di fferent chapters as a tool for managing the forum. This timing guide is useful to support the commitment and engagemen<sup>t</sup> of students with the discussion topics. Furthermore, opinions and information registered on the forum could be debated and analyzed by students later.

Regarding the MTG experiment, some variations may be implemented. First, it would be interesting for each student to have the opportunity to experience both roles (trustor and trustee), to be aware of the consequences of decision making from di fferent positions. Second, the decision-making process within the experiment could be done in groups (3 or 5 students) instead of individually. That would allow us to observe the e ffect of the group on individual values. This group would only have validity during the experiment phase.

In respect of the discussion task, information collected in virtual forums may be introduced in the discussion. The spokesperson in each reading group should present a summary of the relevant ideas shared in the forum. In this way, students would start the discussion based on ideas that they had previously developed within the forums.

Finally, as a general suggestion, we propose to apply a multidisciplinary approach that involves several subjects, such as statistics, econometrics, experiment design, economics, psychology, sociology, anthropology, and so forth. This approach may help students internalize concepts, as well as develop the linking ability and global thinking.

An easy and direct application is to develop data analysis within a statistics class. Thus, students could work with data directly collected in the experiment and questionnaire, perform regression analysis, and interpret results, as a part of the activity itself. That would stimulate students' interest in learning more about statistics since by working with such data, they would be processing information on their own behavior. Therefore, they can see the applicability of statistics as a subject with a real, and at the same time motivating, example.
