When Learning Together Goes Wrong: Negative Peer Effects in Online Learning

Shohei Yamamoto and Shuma Iwatani

ISER Discussion Paper from Institute of Social and Economic Research, The University of Osaka

Abstract: This research examined the impacts of peer skill levels and perseverance through two experiments resembling online learning platforms. Study 1 recruited current English learners, while Study 2 involved participants who had not engaged in studying for more than six months. The results in both experiments revealed negative rather than positive peer effects. The participants ceased studying earlier and displayed reduced performance when learning with peers possessing lower perseverance, compared to when studying alone. This pattern was observed for similarly-skilled peers in Study 1 and higher-skilled peers in Study 2. Further analysis indicated that the negative peer effects predominantly originated from participants with lower levels of motivation. Additionally, it was shown that social proximity could foster positive effects when peers possess similar skills and higher perseverance levels. Our findings suggest that the strategic pairing of learners with appropriate partners is crucial for diminishing negative peer effects and enhancing positive peer influences.

Date: 2024-04, Revised 2024-07
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