Game Theory and Interactive Learning Computers in the Classroom

GAME THEORY AND INTERACTIVE LEARNING COMPUTERS IN THE CLASSROOM
https://cassites.uoregon.edu/econ/wp-content/uploads/sites/4/2014/05/econgames.pdf

I primarily focused on chapter 3, which was looking at teaching game theory using the games. Since it is important to have demonstrations of the games that are being taught, the most efficient way to do that is to have the student play the game. However, depending on the class size, having every student participate may take too much time to have practice with each game. Since too much time is passing, students can lose interest very quickly.

• The article looked at some of the disadvantages of different games in classrooms. While having some students come up to the front to engage would be useful for encouraging engagement, it can also leave other students left out and drain engagement in that respect.
• Alternatively, having every student engaged with packets or something similar may decrease the responsiveness, which will mean it takes longer for the students to get feed back, which means that the game itself isn’t as engaging for the students.

Apart from basic information, this article doesn’t explicitly help with my content guiding question, but is aimed at my pedagogical question. This article also looks at the motivations behind students and how the effects that certain designs of games has on those students.