The applicability of game theory (Osborne, 2004) to the design and management of learning activities within a self-access learning center is discussed in relation to encouraging unmotivated students to engage more with autonomous study. Through discussion of some basic principles of game theory and how they might apply to self-access learning, a theoretical example is used to demonstrate how the costs and rewards of activities can be balanced using game theory in such a way as to encourage students to complete activities in order to foster autonomy and motivation. Further examples from game theory are provided to show how it can explain some of the counterintuitive results often seen in self-access learning at Japanese universities. Possible future quantification metrics are briefly discussed in relation to the human-capital and social-capital costs and payoffs involved in student use of self-access learning centers. A game theory perspective on self-access learning may offer the potential benefit of providing a quantitative model that might allow the application of artificial intelligence and a complex dynamic systems approach to student usage data.
Full Text Finder