Plan section
Objectives of this experiment
Materials needed
procedure experience
1. Read instructions
2. The game
3. Possible variants
Results, interpretation and discussion
Appendices
Objectives of this experiment
This is an educational experience on public property. It is part of the program first ES (September 2011) (item 3.4 "What are the main market failures").
Public goods are goods or services that benefit everyone, including the consumption of the good by one individual does not prevent its consumption by another (non-rivalry) which can not be excluded person consumption (non-exclusion). The air quality or lighting are examples of public goods. The provision of a public good by a market is inefficient. To provide a public good to the community must seek other methods of financing which often requires government intervention.
Public goods are goods or services that benefit everyone, including the consumption of the good by one individual does not prevent its consumption by another (non-rivalry) which can not be excluded person consumption (non-exclusion). The air quality or lighting are examples of public goods. The provision of a public good by a market is inefficient. To provide a public good to the community must seek other methods of financing which often requires government intervention.
In this educational experience, students must choose between contributing or not contributing to a public good. From a personal perspective, it is optimal for each student not to contribute to the public good and benefit of the contribution of others. From a social perspective or point of view of all students, it is best that each student contributes as much as possible to the public good
This experiment is interesting. She successfully introduced in a simple and intuitive, the concepts of public good, externality, free rider or altruism. It also allows to introduce a discussion on the financing of public goods and the intervention of the State for providing this type of property. Materials needed
- Sets of playing cards. Allow 4 cards per student.
- instructions and score sheet in the annex. Must reproduce ces documents en autant d'exemplaires qu'il y a d'élèves.
Déroulement de l'expérience
1. Lecture des instructions
Distribution des instructions et des feuilles de résultats aux élèves.
L'enseignant lit les instructions du jeu du bien public données en annexe à ce document. Il répond ensuite aux questions et il s'assure que chaque élève a compris les règles du jeu.
2. Le jeu
L'enseignant distribue 4 cartes à chaque élève : 2 rouges (cœurs et carreaux) et 2 noires (piques et trèfles).
Une fois que the cards have been distributed, the teacher picks two cards from each student. The student gives two cards to the teacher without showing them. The number of red cards he gives is its contribution to the pot that constitutes the public good for the group.
- Each red card added to the prize pool worth one point each student group.
- Each red card that keeps the student brings him four points and only him.
In total, for a period, the gain of a pupil is calculated as follows:
Gain for a period = (1 point x the number of red cards in the kitty)
+ (4 points x the number of red cards kept by the student).
Black cards do not affect earnings but are necessary to keep secret the decision of the student.
After collecting the cards of all students, the teacher counts the number of red cards in the kitty, he announced that number out loud and he eventually enrolled at the table.
Students should then calculate and record their earnings on their scorecard.
The teacher collects all the cards and begins a new period. The repetition of the game is interesting in that it allows students to gain experience, to observe the behavior of others and try different strategies. It takes at least five repetitions.
3. Possible variants
During rehearsals, you can change the value of a card kept in the points from 4 to 2 points for example.
You can let students communicate with each other before deciding in private afterwards.
If the number of students exceeds 20, it is advisable to increase the value of each card stored at 6 points.
Results, interpretation and discussion
The maximum gain is achieved when class each student pays his two red cards in the kitty. But each student has an interest in not keep his two red cards for him and let other students contribute to the public good. This is known behavior of "stowaway".
The results of this experiment can vary from one class to another, but they are generally robust. Initially students contribute to the public good. Then their contribution diminishes with repetition.
The average number of red cards in the packet increases when the value of the red card kept from 4 points to 2 points.
A communication before the game causes a significant increase in the contribution to public good.
You can start the discussion with students by asking the following questions.
- What was their choice of contribution?
- Why did they make that choice?
- What behavior is the most profitable for a player?
- What behavior is the most profitable for the whole group?
- What are the situations in everyday life that can be associated with this game?
Give a red card in an obvious way be interpreted as a contribution (voluntary) to a public good. Instead, keep a red card is a selfish strategy of "stowaway".
You can then introduce the issue of financing public goods and the role of government in this regard.
Appendices
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