So sánh phương pháp

	Thí nghiệm thực địa mù đôi	Thí nghiệm thực địa phân cụm ngẫu nhiên
Lĩnh vực	Thiết kế thí nghiệm	Thiết kế thí nghiệm
Họ	Process / pipeline	Process / pipeline
Năm ra đời	1960s onward (field experiment tradition); double-blind controls applied from 1970s in social and policy field trials	1980s–1990s (formalized methodology)
Người khởi xướng	Fisher, R. A. (randomized field trials); double-blind practice traced to 19th-century clinical research, formalized for field settings by Campbell & Stanley (1963)	David M. Murray (group-randomized trials framework); applied broadly in public health and education research
Loại	Experimental design	Randomized experimental design
Công trình gốc	Gerber, A. S., & Green, D. P. (2012). Field Experiments: Design, Analysis, and Interpretation. W. W. Norton. ISBN: 978-0393979954	Murray, D. M. (1998). Design and Analysis of Group-Randomized Trials. Oxford University Press. ISBN: 978-0195120424
Tên gọi khác	double-masked field trial, double-blind naturalistic experiment, blinded field study, DB field experiment	CRFE, cluster-randomized trial in the field, group-randomized field experiment, community-randomized field experiment
Liên quan	5	4
Tóm tắt	A double-blind field experiment combines the high external validity of a real-world field setting with double-blind masking, in which neither the participants nor the personnel delivering the treatment know who has been assigned to the treatment or control condition. This design controls simultaneously for participant expectation effects and for experimenter/enumerator demand effects, making it one of the most rigorous tools available for causal inference outside the laboratory.	A cluster randomized field experiment (CRFE) assigns intact groups — schools, villages, clinics, workplaces — rather than individuals to treatment or control conditions, and the experiment is conducted in real-world settings rather than a laboratory. Randomization at the group level controls for contamination between conditions while preserving the ecological validity of the natural environment. It is the dominant design for evaluating community-level, school-based, or workplace interventions in public health, education policy, and development economics.