Games with perceptions

We assume that 2 x 2 matrix games are publicly known and that players perceive a dichotomous characteristic on their opponents which defines two types for each player. In turn, each type has beliefs concerning her opponent's types, and payoffs are assumed to be type-independent. We analyze whether the mere possibility of different types playing different strategies generates discriminatory equilibria. Given a specific information structure we find that in equilibrium a player discriminates between her types if and only if her opponent does so. We also find that for dominant solvable 2x2 games no discriminatory equilibrium exists, while under different conditions of concordance between players' beliefs discrimination appears for coordination and for competitive games. A complete characterization of the set of Bayesian equilibria is provided.

The von Neumann-Morgenstern stable sets for 2x2 games

We analyze the von Neumann and Morgenstern stable sets for the mixed extension of 2 2 games when only single profitable deviations are allowed. We show that the games without a strict Nash equilibrium have a unique vN&M stable set and otherwise they have infinite sets.

Learning in Network Games

We report the findings of an experiment designed to study how people learn and make decisions in network games. Network games offer new opportunities to identify learning rules, since on networks (compared to e.g. random matching) more rules differ in terms of their information requirements. Our experimental design enables us to observe both which actions participants choose and which information they consult before making their choices. We use this information to estimate learning types using maximum likelihood methods. There is substantial heterogeneity in learning types. However, the vast majority of our participants' decisions are best characterized by reinforcement learning or (myopic) best-response learning. The distribution of learning types seems fairly stable across contexts. Neither network topology nor the position of a player in the network seem to substantially affect the estimated distribution of learning types.

A monotonic core concept for convex games: The SD-prenucleolus

We prove that the SD-prenucleolus satisfies monotonicity in the class of convex games. The SD-prenucleolus is thus the only known continuous core concept that satisfies monotonicity for convex games. We also prove that for convex games the SD-prenucleolus and the SD-prekernel coincide.

ITS Training: 'VLE - no distance too far - enhancing the learner journey and business processes'

ITS Training has undergone a revolutionary transformation in the past two years. The company has saved money, generated more business, improved recruitment, retention and achievement and expanded throughout the world because of its virtual learning environment (VLE): the ‘Student Campus'. Under its previous paper-based distance learning programme it was a hard enough task to deliver lectures to students in Liverpool. Now, the company has a classroom of learners in Tokyo, Japan.

People and Business Development (PBD): Learning to deliver learning effectively

In October 2010, PBD introduced its eQual Learning VLE (virtual learning environment) to provide an online knowledge resource for its students. During the project, the company learnt many lessons about how to deliver learning effectively. In the course of a year researching VLE platforms, looking for material, and remapping NVQ courses for new QCF qualifications, the company realised that it was more important to deliver engaging and relevant content, rather than boasting the most innovative technology.

Playing games with words cultural transfer in David Lynch's Blue Velvet

Eguíluz, Federico; Merino, Raquel; Olsen, Vickie; Pajares, Eterio; Santamaría, José Miguel (eds.)

Tameside College: Triptico games and resources used to engage students

Tracey Holt introduced Triptico to her department after attending training from Sue Shercliff, ESOL Lecturer. Triptico is a resource for teachers to use in conjunction with their interactive whiteboards that currently contains around 20 different interactive resources - all of which can be easily edited, adapted and saved for later use. This quickly spread throughout the entire college. It is a fantastic free resource which promotes more interaction in the classroom between the teacher and students.

Lancaster and Morecambe College: Uses serious computer games as a teaching tool

John Latham, International Projects Co-ordinator at Lancaster and Morecambe College (LMC), got involved with the project Serious Computer Games as a Teaching Tool (SCOGATT) after using the game EnerCities with his students. The web based platform at www.scogatt.eu serves as a One Stop Toolkit for vocational teachers and trainers who want to use serious computer games (SCG) in their teaching environments but might need a helping hand. There they will be able to find a compendium of serious games, SCOGATT pilot results, teacher reports and the exemplar games, EnerCities.