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.