Does Experiential Learning Improve Learning Outcomes in an Undergraduate Course in Game Theory?

Penina Orenstein, Seton Hall University

ABSTRACT
In today's learning environment students are faced with countless distractions. In order to engage a generation of technologically savvy students, new avenues of learning and teaching need to be explored. This study examines how experiential learning in the form of different types of learning mechanisms can be applied to an undergraduate business decision making course in game theory in order to increase student engagement and improve course learning outcomes. The learning mechanisms range from hands-on game playing exercises to a digital learning portal in which students play games in a simulated game playing environment. In this paper, we report on the feedback obtained from the students regarding the different learning mechanisms. While the evidence is somewhat anecdotal, it highlights some important factors about the benefits of experiential learning. .

(Return to Program Resources)

Updated 03/19/2014