Does Time Pressure Impair Performance? An Experiment on Queueing Behavior

Conte, Anna; Scarsini, Marco; Sürücü, Oktay

doi:10.2139/ssrn.2579053

Cited by 4 publications

(2 citation statements)

References 26 publications

(29 reference statements)

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“…Time pressure benefits students by ensuring decision-making is explicitly developed but increasingly harms decision performance and causes suboptimal decisions, which hinder new information or new strategy acquisition ( Conte et al, 2015 ). According to the motion in mind concept, the potential energy value is mostly situated around

0.33

, which implies the least resistance to informational acquisition.…”

Section: Discussionmentioning

confidence: 99%

Capturing potential impact of challenge-based gamification on gamified quizzing in the classroom

Anunpattana

Khalid

Iida

et al. 2021

Heliyon

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Challenges in education have continuously been addressed by integrating gamification, but a gap remains for game design principles that support user engagement. This paper outlines results obtained from integrating challenge-based gamification into an elementary school classroom to examine the emergence of student engagement and learning-related behavior. The approach was applied to logical puzzle quizzes where different gamification adjustments were captured and examined using physics' analogy (called the motion in mind concept). The structural experiment, with a mixed methods design, was designed around the notion of time pressure and the difficulty of gamifying the quizzing experience. This model was constructed to validate and expand the quantitative findings (motion in mind model) by including qualitative explorations (thematic analysis). The results revealed the potential synthesis of motion in mind and flow theory, and its relationships to engagement and learning were identified as a new conceptual scheme.

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0.33

, which implies the least resistance to informational acquisition.…”

Section: Discussionmentioning

confidence: 99%

Capturing potential impact of challenge-based gamification on gamified quizzing in the classroom

Anunpattana

Khalid

Iida

et al. 2021

Heliyon

View full text Add to dashboard Cite

show abstract

“…[89] and [90] find that time pressure changes individual attitudes toward risk situations. However, time pressures benefit students by requiring explicit decisionmaking, but they also affect decision performance and suboptimal decisions, which restrict the acquisition of new knowledge or strategies [91]. This condition extends from the finding that individuals respond differently to time pressure when required to handle the situation, as this essential may change the optimal decision strategy.…”

Section: B the Impact Of Challenges And Support On The Motivation And...mentioning

confidence: 99%

Objectivity and Subjectivity in Variation of Multiple Choice Questions: Linking the Theoretical Concepts Using Motion in Mind

2023

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Multiple-choice questions (MCQs) have been considerably used for assessing the individual's performance in various contexts. The optimal number of options in MCQs is a debatable issue, followed by contradictions and discussions, and is needed for a firm conclusion from empirical and hypothetical findings. This study aims to link theoretical concepts, including challenge-based gamification, zone of proximal development, and prospect theory, and generate insight into educational assessment using motionin-mind measures. Classical test theory was used to determine reliability and validity. Variations of MCQs experimented: the number of options, settings, and scoring methods. The experimental data was gathered from human and AI simulations and measured using motion-in-mind. It was found that increasing the number of options in the MCQ makes the test more challenging, explaining an increase of mass in mind m. The findings also revealed that time pressure provides competitiveness while scaffolding provides support. In addition, the hybrid system demonstrates the balance of education and entertainment. Finally, the results addressed the general discussion and analogical interpretation in the education context based on physicsin-mind values. These findings can be promising for analyzing the balance between competitiveness and entertainment while enabling the learning process in the practical assessment. INDEX TERMSEducational assessment, Motion-in-mind, Multiple-choice questions, Challenge-based gamification, Number of options, Zone of proximal development, Prospect theory I. INTRODUCTION

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Common Difficulties of Reading Comprehension Experienced by Vietnamese Students

2021

2021 5th International Conference on Education and Multimedia Technology (ICEMT)

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Does Time Pressure Impair Performance? An Experiment on Queueing Behavior

Cited by 4 publications

References 26 publications

Capturing potential impact of challenge-based gamification on gamified quizzing in the classroom

Capturing potential impact of challenge-based gamification on gamified quizzing in the classroom

Objectivity and Subjectivity in Variation of Multiple Choice Questions: Linking the Theoretical Concepts Using Motion in Mind

Common Difficulties of Reading Comprehension Experienced by Vietnamese Students

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