Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Economics, Administrative and Social Sciences | ||||
| Course Code | ECON 206 | ||||
| Course Title in English | Game Theory | ||||
| Course Title in Turkish | Oyun Teorisi | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Intermediate | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 126 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites |
MATH 103 - Mathematics for Social Sciences I |
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| Expected Prior Knowledge | MATH 103. The course requires knowledge of linear algebra, logic and probability | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only undergraduate students | ||||
| Overall Educational Objective | The learners will study the theory of static and dynamic games with complete and incomplete information. Upon successful completion of the course, the participants are expected to be able to comprehend the basic concepts of game theory; model real-life like conflict of interest situations as a game, and analyze them; apply methods to determine equilibrium in games; relate concepts of Game Theory with possible economic and business applications that involve strategic thinking. | ||||
| Course Description | This course covers topics of game theory, including static and dynamic games with complete and incomplete information, Nash, Bayesian Nash, and Perfect Bayesian Equilibrium. | ||||
| Course Description in Turkish | Bu ders Oyun Kuramı’ndaki bazı konuları kapsar. İçerdiği konular tümel ve tikel bilgi altında statik ve dinamik oyunları, Nash, Bayesian, ve Perfect Bayesian Equilibrium şeklindedir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Comprehend the basic concepts of game theory 2) Model real-life like conflict of interest situations as a game, and analyze them 3) Apply methods to determine equilibrium in games 4) Relate concepts of Game Theory with possible economic and business applications that involve strategic thinking. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | ||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | ||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | ||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | ||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | ||||
| 6) Internalization and dissemination of professional ethical standards. | ||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | ||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | ||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | ||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | ||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | ||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | ||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | FIRAT BİLGEL , April 2023 |
| Course Coordinator | FIRAT BİLGEL |
| Semester | Spring |
| Name of Instructor | Prof. Dr. FIRAT BİLGEL |
Course Contents
| Week | Subject |
| 1) | Introduction: Basic Concepts |
| 2) | Games of Complete Information: Normal Form Games and Nash Equilibrium |
| 3) | Games of Complete Information: Mixed Strategy Normal Game and Existence of Equilibrium |
| 4) | Games of Complete Information: Mixed Strategy Normal Games and Existence of Equilibrium |
| 5) | Games of Complete Information: Further Solution Concepts of Normal Games |
| 6) | Games of Complete Information: Extensive Games of Perfect Information |
| 7) | Games of Complete Information: Extensive Games of Perfect Information |
| 8) | Games of Complete Information: Extensive Games of Imperfect Information |
| 9) | Games of Complete Information: Repeated Games |
| 10) | Games of Incomplete Information: Normal Games and Bayesian-Nash Equilibrium |
| 11) | Games of Incomplete Information: Applications and the Revelation Principle |
| 12) | Games of Incomplete Information: Extensive Games and Perfect Bayesian Equilibrium |
| 13) | Games of Incomplete Information: Signaling Games |
| 14) | Review |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Gibbons, R. A Primer in Game Theory. Prentice Hall, 1992 Spaniel, W. Game Theory 101: The Complete Textbook. CreateSpace Independent Publishing Platform, 2011 Osborne, M.J.; Rubinstein, A. A Course on Game Theory, The MIT Press, 1994 Kockesen, L.; Ok, E.A. An Introduction to Game Theory, 2007 Leyton-Brown, K.; Shoham, Y. Essentials of Game Theory: A Concise, Multidisciplinary Introduction, Morgan & Claypool, 2008 Schotter, A. Microeconomics: A Modern Approach (Chapter 7: Game Theory and the Tools of Strategic Business Analysis), Addison Wesley Longman, 2001 | |||||||||||||||||||||
| Teaching Methods | Lectures (Flipped Learning) | |||||||||||||||||||||
| Homework and Projects | none | |||||||||||||||||||||
| Laboratory Work | none | |||||||||||||||||||||
| Computer Use | none | |||||||||||||||||||||
| Other Activities | Eight scheduled quizzes as part of weekly flipped learning activities. | |||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
bilgelf@mef.edu.tr The weekly Flipped Learning Activities that you missed upon the faculty’s approval of your excuse won’t be taken into the calculation of the average. Academic Dishonesty and Plagiarism: YOK Regulation |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 5 | 3 | 1 | 126 | ||
| Homework Assignments | 14 | 0 | 0.5 | 7 | |||
| Total Workload | 133 | ||||||
| Total Workload/25 | 5.3 | ||||||
| ECTS | 5 | ||||||