Using game theory for modeling the student-professor interaction

Student-professor interaction can be modeled as a complex strategy game. The present paper is focusing on the most important domains of teaching and evaluation. The main alternatives are classical and interactive so a bimatrix game model was used. Aiming to modern individualized learning, theory and experiments were concentrated on two players (trainer and trainee), each one bringing own behavior templates and likelihood (allowing a probabilistic perspective), aiming to win most or to lose less in knowledge transfer quantified as certified competences, grades, credits etc. For assisted blended-learning modern applications, it was considered the quantitative appraisal of communication as a main domain of student-professor interaction. There were used the concepts of content analysis in social science: content units (delivered information blocks), record units (key features worth to be recorded and checked) and frequency units (associated with repetition to enforce learning and trustful evaluation). The authors collected and processed a broad range of experimental data in an instructional case study for education in electrical engineering: computer networking as a diverse learning collection of materials and methods, driven by modern certification services. The quantitative models allowed the authors to compute balanced strategies and derive metrics and calculations useful for future assisted tutoring platforms.