Does Competition Work as a Motivating Factor in E-Learning? A Randomized Controlled Trial

Bjarne Skjødt Worm and Steen Vigh Buch

PLOS ONE, 2014, vol. 9, issue 1, 1-6

Abstract: Background and Aims: Examinations today are often computerized and the primary motivation and curriculum is often based on the examinations. This study aims to test if competition widgets in e-learning quiz modules improve post-test and follow-up test results and self-evaluation. The secondary aim is to evaluate improvements during the training period comparing test-results and number of tests taken. Methods: Two groups were randomly assigned to either a quiz-module with competition widgets or a module without. Pre-, post- and follow up test-results were recorded. Time used within the modules was measured and students reported time studying. Students were able to choose questions from former examinations in the quiz-module. Results: Students from the competing group were significantly better at both post-and follow-up-test and had a significantly better overall learning efficiency than those from the non-competing group. They were also significantly better at guessing their post-test results. Conclusion: Quiz modules with competition widgets motivate students to become more active during the module and stimulate better total efficiency. They also generate improved self-awareness regarding post-test-results.

Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0085434

DOI: 10.1371/journal.pone.0085434

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