1.  Distribute an envelope and a currency to each participant. This currency can be fake money, chocolates, or buttons.

2. Introduce the rules of the game (see "Introduction to the Prisoner Explanations Dilemma" in PC) and provide explanations:

• Students have two choices: keep all the money for themselves or put it all in the envelope.
• The envelope will then be given to another student, and they will receive an envelope in return:

1. If this envelope is full, the money inside counts double points for the student who receives it
2. If this envelope is empty, the student who receives it will only count the money he or she has kept with him or her (if this is the case) as part of his or her points. If he hasn't kept anything, he doesn't get any points.

3. Ensure that players make their decisions without consultation and with complete independence. Collect half of the sealed envelopes and distribute them randomly to the other half of the class. Then, do the same for the envelopes in the second half of the class. This prevents a student from receiving his or her envelope in return.

4. After exchanging envelopes, players evaluate their winnings. The facilitator then clarifies the count, allowing for a quick summary.

• If there is money in the envelope received, the player receives 2 points.
• If the envelope received is empty, the player does not earn any points.
• If the player has kept their money, they add 1 point to their total

The facilitator fills out the 'Game Scorecard' in PC to calculate the gain made by the whole class.

Possible questions and answers:

- What could have been the maximum potential result? If each player puts all his money in the envelope, they can all double their bets.

- Why wasn't this result achieved? From an individual point of view, every rational player tends to want to keep all his assets, because that way he is certain of always obtaining a better score.

Do you have any practical examples of similar situations? Arms races, cartel agreements, environmental pollution, excessive advertising between competitors, doping, etc.

Experience shows that students are not really able to transfer this game of the envelope into a real situation. It is therefore advisable to mention a number of concrete cases before letting them look for other examples.

Any difficulties that may arise should be discussed.

#money management #collective

In economic terms, the students are in a "prisoner" position. It is in their individual interests not to put the notes in the envelope. However, from a collective point of view, it would be better for each of them to put their notes in the envelope allocated to them. With this game, the pupils get a good idea of the antinomy that exists between personal interests and those of the group.