Experience from a Course in Game Theory: Pre and Post-Class Problem Sets as a Didactic Device

Ariel Rubinstein

Game Theory
General Experimental Methods

Article

This is a revised version of my paper with the same title published in Games and Economic Behavior, 28 (1999), 155-170. The paper summarizes my experience in teaching an undergraduate course in game theory in 1998 and in 1999. Students were required to submit two types of problem sets:pre-class problem sets, which served as experiments, and post-class problem sets, which require the students to study and apply the solution concepts taught in the course. The sharp distinction between the two types of problem sets emphasizes the limited relevance of game theory as a tool for making predictions and giving advice. The paper summarizes the results of 43 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 at much higher cost using stricter experimental methods.