Mental Model for Interpreting the World #1: Game Dynamics

In “Learning is About Building Mental Models for Interpreting the World“, I stated a case for education focusing on allowing students to work on whatever they’re really motivated to learn, and pushing them to learn that really well.  We should optimize for motivation–not for specific material. Furthermore, by learning something really well, you learn conceptual models for interpreting the world that are applicable to all fields and situations. I’ll be writing a series of posts on these conceptual mental models  that will hopefully show that this is true and to further the case for optimizing for motivation.

Since I’ve already alluded to it in my previous post, I’ll start with what I’ll call game dynamics.

First, let’s think of what a game is.

A game has rules. These rules could be explicit (“a player that is fouled during the act of shooting within the 3 point arc will be awarded two free throws”) or be more implicit (“you can’t spit on the other coaches shoes”).  The rules set the framework in which the game is carried out. (The framework also defines what happens when players break rules.)

A game has one or more prizes (desired outcomes/incentives.)

A game has players (or agents).  There could be different types of players competing with each competing for the same prize, different prizes, or multiple prizes all within the same framework of rules.

Breaking the rules leads to various outcomes, which could have a variety of outcomes.

Another aspect of a game is “information flow.”  You may have a certain or variable amount of information regarding the actions of the other players (and even the rules).

If you understand a game, the way players will interact within a framework, you are much better able to analyze a situation, intuitively react, and understand a situation.

Games are everywhere.  If you can identify the players and the framework, you’ll not only be much better suited to learn, you’ll be more able to get what you want.

You’ll find games in sports, in the politics of institutions, in business, in biology, ecology, physics, the office, economics, math, and others. Try and name a field or concept that doesn’t have a game somehow touching it.

With game dynamics, you might be tempted to say we should be learning mathematics (game theory in this case).  This is not the case.  Mathematics offers a rigorous language for describing and analyzing things.  It is certainly not the best or only perspective for learning an abstract model.  This same temptation may occur with many of the mental models I’ll present due to the fact that math is about abstract concepts used for analyzing situations.

-Kevin
4.23.2010