# Applying Game Theory to Teach the PERT Scheduling Method
## 1 Introduction
### Research Problem and Objectives  
Game Theory is expected to improve students' engineering knowledge since this technique can improve problem conceptual formulation [12; 13]. To verify whether Game Theory can significantly impact the teaching of project scheduling techniques to future civil engineers, the research considered the teaching of the PERT method (Program Evaluation and Review Technique) as a case study. Its probabilistic nature makes it suitable for applying techniques that improve decision-making, where Game Theory plays an important role.  
Despite its potential, there is limited evidence of academic research that has explored the application of Game Theory as a teaching methodology in civil engineering [14]. Current studies lack depth in addressing its integration with project management techniques such as PERT, particularly for fostering strategic decision-making skills in students, which is essential for equipping future engineers for professional success.  
A methodology was developed that allowed the application of Game Theory to the PERT method to help students understand the problem content and encourage decision-making in work scheduling. This approach may help improve pedagogical strategies and train students to meet the expectations of the working world [15].  
Thus, the general objective of this research is to apply Game Theory to teach the PERT project scheduling method. The specific objectives are the following: (a) To develop a methodology for applying Game Theory to the teaching of the PERT method; (b) To apply the didactic technique of Game Theory to the teaching of the PERT method; (c) To quantitatively and qualitatively evaluate this methodology in comparison with traditional teaching methods; and (d) To analyze the feasibility of applying Game Theory to the teaching of the PERT method to civil engineering students participating in the engineering works scheduling course.  
\begin{table}
\begin{tabular}{l l l l} \hline \hline  & **Traditional Teaching Methods** & **Active Learning Techniques** & **Role of Game Theory** \\ \hline Focus & Emphasis on memorization and & Focus on practical application & Encourages strategic \\  & theoretical understanding & and skill development & decision-making and critical \\  & & & thinking \\ Student Engagement & Passive learning (listening and & Active participation in & Enhances engagement \\  & note-taking) & problem-solving and & through interactive decision \\  & & collaboration & scenarios \\  & Limited development of & Strong focus on developing & Simulates real-world \\ Skill Development & teamwork, creativity, and & communication and & scenarios requiring \\  & communication skills & teamwork skills & cooperative skills \\ Motivation & Often low, with minimal & High, due to engaging and & Adds excitement and \\  & interaction & hands-on learning & competition to learning \\  & & environments & activities \\ Applicability to & Indirect, often disconnected from & Direct application to & Provides tools for analyzing \\ Real-World & practical challenges & real-world scenarios & and solving complex \\  & & & problems \\ \hline \hline \end{tabular}
\end{table}
Table 1: Comparison of traditional teaching methods and active learning techniques (adapted from [PERSON] [7], [PERSON] and [PERSON] [8], and [PERSON] [9]).