Experience from a Course in Game Theory

Pre- and Postclass Problem Sets as a Didactic Device

Ariel Rubinstein

    Research output: Contribution to journalArticle

    Abstract

    The paper summarizes my experience in teaching an undergraduate course in game theory in 1998. Students were required to submit two types of problem sets: preclass problem sets, which served as experiments, and postclass standard problem sets. The separation emphasizes the limited relevance of game theory as a tool for making predictions and giving advice. The paper summarizes the results of 41 experiments which were conducted during the course. It is argued that the crude experimental methods produced results which are not substantially different from those obtained using stricter experimental methods. For further information on the 41 experiments and results, see http://www.princeton.edu/~ariel/99/gt100.html. Journal of Economic Literature Classification Numbers: A2, C7, C9.

    Original languageEnglish (US)
    Pages (from-to)155-170
    Number of pages16
    JournalGames and Economic Behavior
    Volume28
    Issue number1
    DOIs
    StatePublished - Jul 1999

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    Game theory
    Experiment
    Experimental method
    Economics
    Prediction
    Undergraduate

    ASJC Scopus subject areas

    • Economics and Econometrics
    • Finance

    Cite this

    Experience from a Course in Game Theory : Pre- and Postclass Problem Sets as a Didactic Device. / Rubinstein, Ariel.

    In: Games and Economic Behavior, Vol. 28, No. 1, 07.1999, p. 155-170.

    Research output: Contribution to journalArticle

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