Beasts with Best Reponses: Fresh Examples for Teaching Game Theory in Undergraduate Biology Courses
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| Title: | Beasts with Best Reponses: Fresh Examples for Teaching Game Theory in Undergraduate Biology Courses |
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| Language: | English |
| Authors: | Jay R. Corrigan, Iris I. Levin |
| Source: | Bioscene: Journal of College Biology Teaching. 2025 51:21-28. |
| Availability: | Association of College and Biology Educators. Web site: http://acube.org |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Game Theory, Biology, College Science, Science Instruction, Undergraduate Study, Animal Behavior |
| ISSN: | 1539-2422 |
| Abstract: | Game theory has been central to understanding animal behavior for over fifty years, yet undergraduate biology students are often exposed to only a narrow set of canonical examples, such as the hawk-dove game and the prisoner's dilemma. This paper introduces two fresh, research-grounded examples designed to enrich game theory instruction in undergraduate biology courses: (1) gray wolf self-domestication as a hawk-dove game and (2) northern lapwing nesting decisions as a coordination game. Each example highlights distinct strategic dynamics -- competition and coexistence in the wolf game, and coordination and payoff dominance in the lapwing game -- while extending naturally to discussions of evolutionary stability. To support flexible teaching, we provide handouts, an in-class activity, simulation tools, and AI tutoring prompts that help students engage with the material both in and out of class. Our aim is to make game theory more accessible, engaging, and biologically relevant, thereby strengthening students' quantitative reasoning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493124 |
| Database: | ERIC |
| Abstract: | Game theory has been central to understanding animal behavior for over fifty years, yet undergraduate biology students are often exposed to only a narrow set of canonical examples, such as the hawk-dove game and the prisoner's dilemma. This paper introduces two fresh, research-grounded examples designed to enrich game theory instruction in undergraduate biology courses: (1) gray wolf self-domestication as a hawk-dove game and (2) northern lapwing nesting decisions as a coordination game. Each example highlights distinct strategic dynamics -- competition and coexistence in the wolf game, and coordination and payoff dominance in the lapwing game -- while extending naturally to discussions of evolutionary stability. To support flexible teaching, we provide handouts, an in-class activity, simulation tools, and AI tutoring prompts that help students engage with the material both in and out of class. Our aim is to make game theory more accessible, engaging, and biologically relevant, thereby strengthening students' quantitative reasoning. |
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| ISSN: | 1539-2422 |
