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BEGIN:VEVENT
DTSTAMP:20260506T123713Z
DTSTART;VALUE=DATE-TIME:20220302T130000
DTEND;VALUE=DATE-TIME:20220302T140000
SUMMARY:Teaching & Learning Seminar - Jon Guest\, Matthew Olczak and Robe
 rt Riegler (Aston ÌÇÐÄTV School)
TZID:Europe/London
UID:20220302-8a1785d87db86bbf017de2ab80796a1e@warwick.ac.uk
CREATED:20220228T091527Z
DESCRIPTION:Title: The Use of Robotic Players in Online Games Abstract: S
 hort in-class games have become an increasingly common way to teach a ra
 nge of key concepts and theories in economics. These allow students to g
 ain first-hand experience of incentives and the impact on decision makin
 g. This makes it easier for tutors to convey underlying economic theory 
 and the implications of the resulting predictions. However\, moving to a
 n online environment presents a number of challenges for using this meth
 od of interactive teaching. In particular\, the widespread adoption of a
 synchronous activities provides students with greater flexibility over t
 he timing of their studies but also means that students cannot play inte
 ractive games against one another. An alternative is to run games in whi
 ch students play against robotic players that make decisions according t
 o some pre-programmed rules. This greatly increase the possibility of us
 ing online games asynchronously. However\, as it stands very little is k
 nown about how this affects student learning. The aim of this research w
 as to investigate how student perceptions and behaviour change when robo
 tic players are used. In a series of different treatments\, we varied wh
 ether students knowingly or unknowingly played an online Prisoner’s Dile
 mma game against other students or robotic players. We then tested how t
 his affected the students’ decisions in each round of the game and used 
 pre and post questionnaires to measure their perceptions of the game. Fi
 rst\, we find that perceptions of the game were similar across all treat
 ments. Students typically found the game to be fun to play\, helped them
  to understand economic theories and represented real-world situations. 
 In addition\, we asked the students about their perceptions of greed bot
 h before and immediately after playing the game. We find that a signific
 ant change occurred as a result of playing the game only for students th
 at played against a robot and knew that they were doing so. These studen
 ts became less averse to greed after the game. This suggests that the in
 -game experience and perceptions of this may influence student learning 
 outcomes from playing in-class games. Then\, to investigate further\, we
  examined the in-game decision making for each of the treatments across 
 each round of the game. We find that cooperation in a given round of the
  game was more likely for female students\, those that had not studied e
 conomics before and students doing a pure economics degree. Furthermore\
 , the likelihood of cooperation was unaffected if students played agains
 t a robot but didn’t know that this was the case. However\, cooperation 
 was significantly less likely when students knew that they were playing 
 against a robot. We then show that this is in-part driven by students in
  this treatment being more willing to deviate in the next round having e
 stablished cooperation with their robot opponent in the previous round. 
 Overall\, our findings indicate that knowingly playing in-class games ag
 ainst robotic players can influence in-game decision making and this in 
 turn can influence learning outcomes from playing the game. This suggest
 s care needs to be taken in using robotic players in online games. This 
 is a hybrid seminar via MS Teams - Click here to join the meeting
LOCATION:S2.79 via MS Teams
CATEGORIES:Teaching and Learning Seminar
LAST-MODIFIED:20220228T091527Z
ORGANIZER;CN=Gill Gudger:
END:VEVENT
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