Investigating Descriptive Inequities in Game Theoretic Approaches through GitHub and Modes of Address in Education

Potential Abstract: This research article examines the descriptive inequities that exist within game theoretic approaches when implemented through interactive platforms, such as GitHub, and the influence of different modes of address in educational settings. By considering both the technical aspects of game theory in computational education and the social dynamics embedded in modes of address, this study aims to enhance our understanding of how these factors contribute to educational disparities and how they can be addressed.

The research adopts a mixed-methods approach, combining quantitative analysis of GitHub repositories and qualitative analysis of classroom interactions. The GitHub repositories are examined to investigate the representation of diverse perspectives, equity in participation, and access to resources. This examination will shed light on the descriptive inequities that may exist within game theoretic approaches when implemented through online platforms. Additionally, qualitative analysis of classroom interactions will explore the impact of different modes of address, such as teacher-student discourse and peer interactions, on students’ engagement and learning outcomes.

Through the exploration of these themes, this study seeks to provide insights into the potential barriers and opportunities for equity within game theoretic educational approaches. The findings will contribute to the ongoing conversation on how to design and implement educational technologies and pedagogical strategies that promote inclusivity and equity in educational settings.

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