Model Diplomacy Classroom Simulation: Three-Way Prisoners’ Dilemma

Abstract

This study examines collective decisions by applying game theory in undergraduate diplomacy classes where simulations are used to promote active learning. Facing the fateful decision of whether or not to invade a disputed territory, students are given the opportunity to maximize their scores by trusting the decisions of others. A three-player prisoners' dilemma is used to test the impact of uncertainty in a crisis situation. Variables analyzed in this study include level of education (lower-division, upper-division), gender (male, female), decision setting (integrated, isolated) and international agreement (drafted, not drafted). The findings reveal that all four variables have a significant impact on the outcome of the simulation.