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.