Cooperative Learning in Engineering Education: a Game Theory-Based Approach

This paper describes some findings derived from teaching a class of engineering students organized into cooperative learning groups. We used the "iterated game" and "intergroup competition" based on game theory for group arrangement and class management so that students were encouraged to learn cooperatively. The performance of the cooperative learning class was compared to other classes that did not implement cooperative learning groups. The results indicate that students in cooperative learning class significantly outperformed students in other classes. Student feedback showed that cooperative learning effectively lifted student motivation to learning.