Recent years have seen increasing interest in AI from outside the AI community. This is partly due to applications based on AI that have been used in real-world domains, for example, the successful deployment of game theory-based decision aids in security domains. This paper describes our teaching approach for introducing the AI concepts underlying security games to diverse audiences. We adapted a game-based research platform that served as a testbed for recent research advances in computational game theory into a set of interactive role-playing games. We guided learners in playing these games as part of our teaching strategy, which also included didactic instruction and interactive exercises on broader AI topics. We describe our experience in applying this teaching approach to diverse audiences, including students of an urban public high school, university undergraduates, and security domain experts who protect wildlife. We evaluate our approach based on results from the games and participant surveys.

In Massively Open Online Courses (MOOCs) TA resources are limited; most MOOCs use peer assessments to grade assignments. Students have to divide up their time between working on their own homework and grading others. If there is no risk of being caught and penalized, students have no reason to spend any time grading others Course staff want to incentivize students to balance their time between course work and peer grading. They may do so by auditing students, ensuring that they perform grading correctly. One would not want students to invest too much time on peer grading, as this would result in poor course performance. We present the first model of strategic auditing in peer grading, modeling the student's choice of effort in response to a grader's audit levels as a Stackelberg game with multiple followers. We demonstrate that computing the equilibrium for this game is computationally hard. We then provide a PTAS in order to compute an approximate solution to the problem of allocating audit levels. However, we show that this allocation does not necessarily maximize social welfare; in fact, there exist settings where course auditor utility is arbitrarily far from optimal under an approximately optimal allocation. To circumvent this issue, we present a natural condition that guarantees that approximately optimal TA allocations guarantee approximately optimal welfare for the course auditors.

Increased interest in web-based education has spurred the proliferation of online learning environments. However, these platforms suffer from high dropout rates due to lack of sustained motivation among the students taking the course. In an effort to address this problem, we propose an incentive-based, instructor-driven approach to orchestrate the interactions in online educational forums (OEFs). Our approach takes into account the heterogeneity in skills among the students as well as the limited budget available to the instructor. We first analytically model OEFs in a non-strategic setting using ideas from lumpable continuous time Markov chains and compute expected aggregate transient net-rewards for the instructor and the students. We next consider a strategic setting where we use the rewards computed above to set up a mixed-integer linear program which views an OEF as a single-leader-multiple-followers Stackelberg game and recommends an optimal plan to the instructor for maximizing student participation. Our experimental results reveal several interesting phenomena including a striking non-monotonicity in the level of participation of students vis-a-vis the instructor's arrival rate.

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In recent years, major research advances have taken place in the intersection of computer science and economics, but this material has so far been taught primarily at the graduate level. This paper describes a novel semester-long undergraduate-level course in the intersection of computer science and economics at Duke University, titled “CPS 173: Computational Microeconomics.”