Effects of New Coopetition Designs on Learning Performance in Robotics Education

Autor/inn/en	Zhong, Baichang; Xia, Liying
Titel	Effects of New Coopetition Designs on Learning Performance in Robotics Education
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 1, S.223-236 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhong, Baichang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12606
Schlagwörter	Robotics; Cooperation; Competition; Elementary School Students; Rewards; Social Influences; Delay of Gratification; Skill Development; Teaching Methods + Suchen Sie Ihr Suchwort? Robotertechnik; Co-operation; Kooperation; Wettkampf; Reward; Belohnung; Sozialer Einfluss; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Background: Although some researchers have applied both cooperation and competition in the practice of robotics education, most of these practices were not systematic, and there was no integration design for intra-group cooperation and inter-group competition. Objectives: The study aims to examine the effects of different coopetition designs on students' intragroup cooperation and intergroup competition. Methods: A two-stage study was conducted in two elementary schools. In the pilot study, two coopetition designs were developed by combining rewarded and unrewarded competition. In the follow-up study, three coopetition designs (i.e., zero-sum with real-time reward, zero-sum with delayed reward, and social-comparison) were examined. Results and Conclusions: The study showed that both social-comparison coopetition and zero-sum real-time reward coopetition can be more effective than zero-sum delayed reward coopetition in teaching knowledge and skills in robotics education. Social comparison coopetition turned out to have a larger effect on affective outcome than the zero-sum delayed reward coopetition. Implications: Social comparison coopetition seems to be a more advantages method for both cognitive and affective learning. However, more research is needed to confirm the difference in effectiveness between the three models of coopetition. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01