The applicability of game theory (Osborne, 2004) to the design and management of learning activities within a self-access learning center is discussed in relation to encouraging unmotivated students to engage more with autonomous study. Through discussion of some basic principles of game theory and how they might apply to self-access learning, a theoretical example is used to demonstrate how the costs and rewards of activities can be balanced using game theory in such a way as to encourage students to complete activities in order to foster autonomy and motivation. Further examples from game theory are provided to show how it can explain some of the counterintuitive results often seen in self-access learning at Japanese universities. Possible future quantification metrics are briefly discussed in relation to the human-capital and social-capital costs and payoffs involved in student use of self-access learning centers. A game theory perspective on self-access learning may offer the potential benefit of providing a quantitative model that might allow the application of artificial intelligence and a complex dynamic systems approach to student usage data.

中文翻译：

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仿佛……基于博弈论的自主学习

讨论了博弈论（Osborne，2004年）在自助学习中心内学习活动的设计和管理中的适用性，以鼓励无动力的学生更多地参与自主学习。通过讨论一些博弈论的基本原理以及它们如何适用于自主学习，一个理论示例被用来演示如何利用博弈论来平衡活动的成本和报酬，从而鼓励学生完成学习。活动，以培养自主性和动力。提供了博弈论的更多示例，以展示它如何解释一些在日本大学的自主学习中经常看到的违反直觉的结果。简要讨论了可能的未来量化指标，涉及学生使用自助式学习中心所涉及的人力资本成本和社会资本成本以及收益。基于博弈论的自我获取学习观点可能会提供潜在的好处，即提供一个定量模型，该模型可能允许将人工智能和复杂的动态系统方法应用于学生使用数据。