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

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  • Bjarne Skjødt Worm
  • Steen Vigh Buch

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.

Suggested Citation

  • Bjarne Skjødt Worm & Steen Vigh Buch, 2014. "Does Competition Work as a Motivating Factor in E-Learning? A Randomized Controlled Trial," PLOS ONE, Public Library of Science, vol. 9(1), pages 1-6, January.
    • Handle: RePEc:plo:pone00:0085434
    DOI: 10.1371/journal.pone.0085434
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    References listed on IDEAS

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    1. Bjarne Skjødt Worm, 2013. "Learning from Simple Ebooks, Online Cases or Classroom Teaching When Acquiring Complex Knowledge. A Randomized Controlled Trial in Respiratory Physiology and Pulmonology," PLOS ONE, Public Library of Science, vol. 8(9), pages 1-5, September.
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    Cited by:

    1. Angela Medina & Jesus C. Hernández & Emilio Muñoz-Cerón & Catalina Rus-Casas, 2020. "Identification of Educational Models That Encourage Business Participation in Higher Education Institutions," Sustainability, MDPI, vol. 12(20), pages 1-23, October.
    2. Juan J. López-Jiménez & José L. Fernández-Alemán & José A. García-Berná & Laura López González & Ofelia González Sequeros & Joaquín Nicolás Ros & Juan M. Carrillo de Gea & Ali Idri & Ambrosio Toval, 2021. "Effects of Gamification on the Benefits of Student Response Systems in Learning of Human Anatomy: Three Experimental Studies," IJERPH, MDPI, vol. 18(24), pages 1-18, December.

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