Playing Games: A Case Study in Active Learning Applied to Game Theory

Abstract

This paper describes two active learning activities which aims to introduce students to the game theoretic concepts of best response dynamics and repeated game analysis. An overview of some literature on active learning and the benefits therein is provided. This highlights that activities such as the one described in this manuscript, not only help engage students but more importantly improve their learning and understanding. The final section of this work describes how these activities fit in the pedagogic framework of a particular undergraduate mathematics class. Students generate data that can be used as context for the understanding of theoretic concepts. It is suggested that this framework is not restricted to the subject of game theory.