In one of my classes, we play a game known as the Prisoner’s Dilemma. It’s a fun exercise, where students earn ‘points’ by choosing either to cooperate with, or defect on, a partner. We do a few different versions of the game, sometimes with randomly assigned partners for a single round, sometimes with the same partner for multiple rounds, and with different point structures. We also use a deck of playing cards, where students choose a red card to signify defection or a black card for cooperation. All interactions are face-to-face, in real time, and as an incentive there is a prize for the two people who receive the most points.

The main rule of the game is that the number of points one earns depends not only on their own choices, but also the choice their partner makes. The game was originally named after the dilemma that two partners in crime face should they be caught. Here is Eric Johnson’s succinct explanation:

In the game, two people who committed a crime are arrested and each is placed in solitary confinement for interrogation. If one betrays the other, the first goes free while the second is sentenced to three years in prison. If they both betray one another, they each receive two years. But if they both keep silent, they receive the minimum penalty of one year each. Under this scenario, the best individual strategy would be to betray the other. 

In our classroom exercise, we invert the scenario and give positive rewards for cooperating (points), since I’m not authorized to give out negative penalties for defecting like years in prison (not that I’d want to do that, anyway). 

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