Learning the Structure and Parameters of Large-Population Graphical Games from Behavioral Data

We consider learning, from strictly behavioral data, the structure and parameters of linear influence games (LIGs), a class of parametric graphical games introduced by Irfan and Ortiz (2014). LIGs facilitate causal strategic inference (CSI): Making inferences from causal interventions on stable behavior in strategic settings. Applications include the identification of the most influential individuals in large (social) networks. Such tasks can also support policy-making analysis. Motivated by the computational work on LIGs, we cast the learning problem as maximum-likelihood estimation (MLE) of a generative model defined by pure-strategy Nash equilibria (PSNE). Our simple formulation uncovers the fundamental interplay between goodness-of-fit and model complexity: good models capture equilibrium behavior within the data while controlling the true number of equilibria, including those unobserved. We provide a generalization bound establishing the sample complexity for MLE in our framework. We propose several algorithms including convex loss minimization (CLM) and sigmoidal approximations. We prove that the number of exact PSNE in LIGs is small, with high probability; thus, CLM is sound. We illustrate our approach on synthetic data and real-world U.S. congressional voting records. We briefly discuss our learning framework's generality and potential applicability to general graphical games.Comment: Journal of Machine Learning Research. (accepted, pending publication.) Last conference version: submitted March 30, 2012 to UAI 2012. First conference version: entitled, Learning Influence Games, initially submitted on June 1, 2010 to NIPS 201

Learning Sparse Polymatrix Games in Polynomial Time and Sample Complexity

We consider the problem of learning sparse polymatrix games from observations of strategic interactions. We show that a polynomial time method based on $\ell_{1,2}$-group regularized logistic regression recovers a game, whose Nash equilibria are the $\epsilon$-Nash equilibria of the game from which the data was generated (true game), in $\mathcal{O}(m^4 d^4 \log (pd))$ samples of strategy profiles --- where $m$ is the maximum number of pure strategies of a player, $p$ is the number of players, and $d$ is the maximum degree of the game graph. Under slightly more stringent separability conditions on the payoff matrices of the true game, we show that our method learns a game with the exact same Nash equilibria as the true game. We also show that $\Omega(d \log (pm))$ samples are necessary for any method to consistently recover a game, with the same Nash-equilibria as the true game, from observations of strategic interactions. We verify our theoretical results through simulation experiments

Classroom expriments on project management communication

This manuscript gives a brief overview of three sets of experiments in the classroom with students following a Project Management (PM) course module using a blended learning approach. The impact of communication on the student performance using business games as well as the advantages of the use of integrative case studies and their impact on the learning experience of these students are tested. The performance of students is measured by their quantitative output on the business game or case exercise, while their learning experience is measured by the student evaluations. The experiments have been carried out on a sample of students with a different background, ranging from university students with or without a strong quantitative background but no practical experience, to MBA students at business schools and PM professionals participating in a PM training. The results have been presented at an international workshop on computer supported education in Lisbon (Portugal) in 2015 and details have been published in Vanhoucke and Wauters (2015)