Voting procedures as instruments for active learning in game theory classes: An experimental approach

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In this Journal, Do and Merz (2007, 74) conveyed that “Introducing real-life voting games into the classroom applies concepts, demonstrates the significance of adopted voting procedures and generates valuable discussion related to the rules of the game...” This paper presents a collective-action experiment comprising two treatments both of which are discussed in Do and Merz (2007): the first mover alternating in an engaged windshield wiper fashion and each player having the same probability of moving first. The experiment is an instrument for integrating strategic elements of repeatedly-played, sequential games into an undergraduate game theory course.

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Publisher’s version of record: http://www2.isu.edu/peer/links/full/merz.pdf

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Perspectives on Economic Education Research