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Rewarded and unrewarded competition in a CSCL environment

Published on Jul 1, 2017in Computers in Human Behavior4.31
· DOI :10.1016/j.chb.2017.02.045
Xinghua Wang2
Estimated H-index: 2
(NIE: National Institute of Education),
Matthew P. Wallace1
Estimated H-index: 1
(NIE: National Institute of Education),
Qiyun Wang14
Estimated H-index: 14
(NIE: National Institute of Education)
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Abstract
This study examined how learning processes unfold and vary when rewards are provided or not provided to groups on a competitive basis in hopes of informing the improvement of incentive systems in collaborative settings. It employed the idea of coopetition by integrating rewarded and unrewarded competition with collaboration to form two coopetition designs: social-comparison coopetition (unrewarded competition) and zero-sum coopetition (rewarded competition). Interrelationships among self-efficacy, social support, self-regulated learning, motivation for achievement, and critical thinking, which hold significance for collaborative learning and education, were used to model learning processes with PLS-SEM. Sixty-three university students joined the study. Data sources included survey data and students' academic scores. The findings indicated that social-comparison coopetition (unrewarded competition) demonstrated advantages over zero-sum coopetition (rewarded competition) in facilitating students' collaboration. Self-efficacy exerted distinct influences over self-regulated learning in the two coopetition designs. It significantly predicted student's motivation for achievement in social-comparison coopetition while not in zero-sum coopetition. Motivation for achievement significantly predicted the development of critical thinking in social-comparison coopetition but not in zero-sum coopetition. Surprisingly, social support did not contribute significantly to self-regulated learning in either coopetition design. This paper concludes with implications for refining incentive systems in collaborative learning settings. Unrewarded competition surpasses rewarded competition in collaborative settings.Self-efficacy predicts motivation for achievement in SC but not in ZS.Motivation for achievement predicts critical thinking in SC while not in ZS.Self-efficacy predicts self-regulation differently in the two coopetition designs.Social support does not predict self-regulation in the two coopetition designs.
  • References (89)
  • Citations (6)
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References89
Newest
Leila Emadpoor1
Estimated H-index: 1
(UT: University of Tehran),
Masoud Gholami Lavasani1
Estimated H-index: 1
(UT: University of Tehran),
Seyyed Mahdi Shahcheraghi1
Estimated H-index: 1
The purpose of the present study is to investigate the relationship between perceived social support and psychological well-being among students based on mediating role of academic motivation. Participants were 371 female high school students from second and third-grade students who were randomly selected by applying a multi-stage cluster sampling technique in Tehran, Iran. To examine the research variables, Psychological Well-being Questionnaire of Ryff (1989). Social Support Appraisals Scale o...
Published on Oct 1, 2015in Personality and Individual Differences2.00
Harold W. Willaby10
Estimated H-index: 10
(USYD: University of Sydney),
Daniel Costa18
Estimated H-index: 18
(USYD: University of Sydney)
+ 2 AuthorsRichard D. Roberts39
Estimated H-index: 39
Abstract This paper provides a theoretical overview and empirical demonstration of Partial Least Squares Path Modeling (PLS) comparing it to Structural Equation Modeling (SEM). The two data analysis techniques share historical origins but differ in terms of underlying algorithms, which gives rise to other key differences: (a) the treatment of unexplained indicator variance; (b) the specification of formative constructs; (c) the availability of model fit estimates; and (d) sample size requirement...
Published on Jan 1, 2015in International Journal of Educational Research1.34
Effat Alvi1
Estimated H-index: 1
(UQ: University of Queensland),
Robyn M. Gillies26
Estimated H-index: 26
(UQ: University of Queensland)
Abstract Developing self-regulated learning (SRL) among students is critically important to enable success in and beyond school. This case study highlights the practices of an experienced Grade 7 teacher, Janet (pseudonym), who supported students’ SRL through social interactions. This exemplary case was drawn through a screening procedure with data collected via an in-depth interview, informal conversations, and classroom observations. The study presents the teacher's perspective and ways of wor...
Published on Jan 1, 2015in International Journal of Educational Research1.34
Einar M. Skaalvik21
Estimated H-index: 21
(NTNU: Norwegian University of Science and Technology),
Roger Andre Federici8
Estimated H-index: 8
(NTNU: Norwegian University of Science and Technology),
Robert M. Klassen32
Estimated H-index: 32
(Ebor: University of York)
Abstract In this study we analyzed if teacher support and student self-efficacy mediated the relations between students’ grades in mathematics and different measures of mathematics motivation. Participants in the study were 823 Norwegian middle school students. Indicators of motivation were intrinsic motivation, effort, persistence, and help-seeking behavior. Data were analyzed by means of multiple regression and SEM analysis. The relations between students’ grades and motivation were partly med...
Maferima Touré-Tillery6
Estimated H-index: 6
(NU: Northwestern University),
Ayelet Fishbach35
Estimated H-index: 35
(U of C: University of Chicago)
This article examines cognitive, affective, and behavioral measures of motivation and reviews their use throughout the discipline of experimental social psychology. We distinguish between two dimensions of motivation (outcome-focused motivation and process-focused motivation). We discuss circumstances under which measures may help distinguish between different dimensions of motivation, as well as circumstances under which measures may capture different dimensions of motivation in similar ways. F...
Published on Jun 1, 2014in Computers in Education
Michael Filsecker4
Estimated H-index: 4
(University of Duisburg-Essen),
Daniel T. Hickey23
Estimated H-index: 23
(IU: Indiana University)
This study investigated the effects of external rewards on fifth graders’ motivation, engagement and learning while playing an educational game. We were interested in exploring whether the feedback-rich environment of the game could mitigate the predicted negative effects of external rewards. Data of students’ engagement and learning were collected and analyzed at multiple levels. A quasi-experimental design was used to examine the effect of external rewards in one group (n ¼ 50) compared to a c...
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Maria Bengtsson17
Estimated H-index: 17
(Umeå University),
Sören Kock13
Estimated H-index: 13
(Hanken School of Economics)
Research on coopetition has been conducted for more than two decades. However, several concepts remain that require elaboration. A study on the literature shows that there is a lack of unified definitions, as various definitions have been employed in previous accomplished research. In this article we suggest that the early definition of coopetition, as a dual relationship between firms that simultaneously cooperate and compete needs to be refined. Our new definition suggests that coopetition is ...
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Mark R. Beauchamp24
Estimated H-index: 24
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Mark A. Eys26
Estimated H-index: 26
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Ognjen Scekic6
Estimated H-index: 6
(TU Wien: Vienna University of Technology),
Hong Linh Truong30
Estimated H-index: 30
(TU Wien: Vienna University of Technology),
Schahram Dustdar55
Estimated H-index: 55
(TU Wien: Vienna University of Technology)
Praise, pay, and promote crowd-member workers to elicit desired behavioral responses and performance levels.
Published on Apr 1, 2013in Computers in Education
Hung Wei Tseng7
Estimated H-index: 7
(Jacksonville State University),
Hsin-Te Yeh6
Estimated H-index: 6
(Metropolitan State University of Denver)
Teamwork factors can facilitate team members, committing themselves to the purposes of maximizing their own and others' contributions and successes. It is important for online instructors to comprehend students' expectations on learning collaboratively. The aims of this study were to investigate online collaborative learning experiences and to identify important factors that were crucial for building teamwork trust. A qualitative research method was utilized in the study. Data were collected fro...
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Ming Puu Chen7
Estimated H-index: 7
(NTNU: National Taiwan Normal University),
Li Chun Wang5
Estimated H-index: 5
(NTNU: National Taiwan Normal University)
+ 2 AuthorsHaoran Xie17
Estimated H-index: 17
(HKU: University of Hong Kong)
Abstract With the global positioning function, mobile learning technology extends the capacity of modern learning to fulfill location-based learning for learners to learn everywhere contextually. This study developed a digital interactive geographic map (iMap) with GPS function to support location-based contextualized EFL learning. Four classes of ninth-graders from a junior high school voluntarily participated in the 2-session 70-min learning activities using tablet PCs. Two experimental groups...
Published on Nov 29, 2018in International Journal of Production Research3.20
Jinxin Pan (Hefei University of Technology), Shuai Ding9
Estimated H-index: 9
(Hefei University of Technology)
+ 2 AuthorsJun Yang (University of Pittsburgh)
Published on Sep 1, 2018in Computers in Human Behavior4.31
Nuno Piçarra2
Estimated H-index: 2
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Jean-Christophe Giger3
Estimated H-index: 3
Abstract Social robots are designed to interact, collaborate, and work with people, engaging them at an interpersonal and socio-affective level. The goal directed model was used to study the role of socio-cognitive, affective (anticipated emotions), and motivational (behavioral desire) factors of the intention to work with social robots in the near future. The effects of robots' perceived warmth and competence on components of the goal directed model are explored as well as the effects of social...
Published on Sep 1, 2018in Measurement2.79
Sergio J. Chión (PUCP: Pontifical Catholic University of Peru), Vincent Charles (PUCP: Pontifical Catholic University of Peru), Madjid Tavana30
Estimated H-index: 30
(La Salle University)
Abstract The main purpose of the present paper is to analyze the feasibility of managing coopetition among two given agents in a firm, under a Markovian structure, where the transition probabilities are defined by the incentive schemes for cooperation and competition and the personality-tradeoffs between the two agents. Furthermore, the asymptotic behavior of the model is considered and analyzed through a numerical estimation of the different possibilities. The behavior of the steady state proba...
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Calixto Gutiérrez Braojos6
Estimated H-index: 6
(UGR: University of Granada),
Jesús Montejo-Gámez2
Estimated H-index: 2
(UGR: University of Granada)
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Estimated H-index: 6
(UGR: University of Granada)
The aim of this study is to analyze the effect of different conditions of face-to-face learning on the participation and learning of students in the virtual community. In particular, we analyze the effect of collaboration vs intergroup competition learning on interdependence, regulation of socio-cognitive conflict, participation, and the quality of the contributions in a virtual learning platform. This study took place in an educational research course. The participants in the full investigation...
Kin Lok Keung (PolyU: Hong Kong Polytechnic University), C. K. M. Lee23
Estimated H-index: 23
(PolyU: Hong Kong Polytechnic University)
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Estimated H-index: 32
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Estimated H-index: 4
(Amity University),
Jean-Paul Van Belle11
Estimated H-index: 11
(UCT: University of Cape Town)
Developer behavior is one of the key aspects in software quality assurance. Competitive development provides one mechanism to identify the best among developers and their solutions. This paper aims at identifying the factors that motivate software developers to participate in online programming contests. This paper identified other incentives and driving factors to influence the participation of developers in competitive environments, apart from the winning factor. The interdependence of certain...
Published on Oct 1, 2017in Computers in Human Behavior4.31
I.M. Kulikovskikh3
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Abstract Collaborative learning is a promising avenue in education research. Learning from others and with others can foster deeper learning at a multiple-choice assignment, but it is hard to control the level of students' pure guessing. This paper addresses the problem of promoting collaborative learning through regulation of guessing when students use clickers to answer multiple-choice questions of various levels of difficulty. The study is aimed at identifying how the difficulty of the task a...
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