A Conceptual Framework of Cognitive Game Theory to Motivate Student Learning

Abstract

This paper considers the application of game theory to motivate student learning. The advantage of game theory is that ultimate payoffs are made explicit and constitute the basis for student motivation of an extrinsic and intrinsic nature. This paper reviews game theory and offers an experimental design to assess the direction, intensity and persistence of student learning in Principles of Marketing courses. Preliminary findings from a pilot study between Principles of Marketing control and experimental sections is that (a) interventions to encourage students to switch to the marketing major should take place in the freshman and sophomore years and (b) interventions addressing marketing career paths and income levels help improve the image of the marketing profession.