From duels to classroom competition: Social competition and learning in educational videogames within different group sizes

Nebel, Steve; Schneider, Sascha; Rey, Günter Daniel

doi:10.1016/j.chb.2015.09.035

Cited by 59 publications

(33 citation statements)

References 55 publications

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“…The questionnaire includes three items addressing ECL and one item for each measurement of ICL, GCL, and overall load (OL). The OL is considered a mental effort (ME), in accordance with Nebel et al (2016). The participants had to rate a question regarding ECL (e.g., "How easy or difficult is it for you to work with the learning environment?")…”

Section: Cognitive Loadmentioning

confidence: 99%

Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the Effects of Spatial Proximity Between Related and Unrelated Representations

et al. 2019

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The split-attention effect refers to learning with related representations in multimedia. Spatial proximity and integration of these representations are crucial for learning processes. The influence of varying amounts of proximity between related and unrelated information has not yet been specified. In two experiments (N 1 = 98; N 2 = 85), spatial proximity between a pictorial presentation and text labels was manipulated (high vs. medium vs. low). Additionally, in Experiment 1, a control group with separated picture and text presentation was implemented. The results revealed a significant effect of spatial proximity on learning performance. In contrast to previous studies, the medium condition leads to the highest transfer, and in Experiment 2, the highest retention score. These results are interpreted considering cognitive load and instructional efficiency. Findings indicate that transfer efficiency is optimal at a medium distance between representations in Experiment 1. Implications regarding the spatial contiguity principle and the spatial contiguity failure are discussed.

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Section: Cognitive Loadmentioning

confidence: 99%

Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the Effects of Spatial Proximity Between Related and Unrelated Representations

et al. 2019

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“…Even with the prominent role of competition in the human experience, for both good and bad, studies of competition and competitiveness in organizations are relatively rare. In our review of the organizational science and applied psychology journals, we found only a few articles that examined competition within and between people in organizations, although we did find more research in the fields of economics (e.g., Camerer, 2011), psychology (e.g., Worrell et al, 2016), sport psychology (e.g., Gilbertson, 2016), and childhood education (e.g., Nebel, Schneider, & Rey, 2016). Given the importance of competition in organizations, there seems to be remarkably few studies on the effects of competitiveness in the workplace.…”

Section: Introductionmentioning

confidence: 90%

Steel sharpens steel: A review of multilevel competition and competitiveness in organizations

Swab

Johnson

2018

J Organ Behavior

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Summary Competition between individuals permeates people's lives as they strive for limited resources, services, and status. However, research on competition and competitiveness in organizations is limited despite its relevance to relational dynamics (e.g., rivalry), individual differences (e.g., traits and gender), social factors (e.g., competitive climate), and organizational outcomes (e.g., work performance and unethical behavior). In this article, we propose a multilevel model of competition and competitiveness that includes the individual, the group, and the situation. By providing a holistic overview of research across a broad array of disciplines, we organize the field and create a usable framework to advance knowledge of competition and competitiveness. In doing so, we identify what we know, what we still need to discover, and provide direction for future research. The article closes with an assessment of methods and measures used in studying competition. In conclusion, this review establishes a multilevel and integrative structure that incorporates individual and team competitiveness with competitive situations that prompt competitive processes and important organizational outcomes.

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“…Specifically, acting towards the same goal as a partner or competing with an opponent may increase awareness of the relevant task goal and willingness to adopt different perspectives and problem-solving methods that help children regulate their thoughts and actions (see Qu, 2011). Sharing a common goal with a partner may be intrinsically motivating (Decety et al, 2004), while competition has been repeatedly found to yield greater motivation, enjoyment, and task engagement (Cagiltay, Ozcelik, & Ozcelik, 2015;Conti et al, 2001;Nebel, Schneider, & Rey, 2016;Plass et al, 2013;Song, Kim, Tenzek, & Min, 2013). Both cooperation and competition may increase children's motivation to reach task goals and thus lead to greater cognitive control engagement.…”

Section: Take Down Policymentioning

confidence: 99%

“…For instance, less competitive individuals report lower motivation in competitive contexts than highly competitive individuals (Song et al, 2013). Indeed, competition may sometimes hinder performance if it induces additional stress and/or incite participants to monitor task-irrelevant information (Nebel et al, 2016).…”

Section: Take Down Policymentioning

confidence: 99%

Supporting cognitive control through competition and cooperation in childhood

Fischer

Camba

Ooi

et al. 2018

Journal of Experimental Child Psychology

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Cognitive control is often engaged in social contexts where actions are socially relevant. Yet, little is known about the immediate influence of the social context on childhood cognitive control. To examine whether competition or cooperation can enhance cognitive control, preschool and school-age children completed the AX Continuous Performance Task (AX-CPT) in competitive, cooperative, and neutral contexts. Children made fewer errors, responded faster, and engaged more cognitive effort, as shown by greater pupil dilation, in the competitive and cooperative social contexts relative to the neutral context. Competition and cooperation yielded greater cognitive control engagement but did not change how control was engaged (reactively or proactively). Manipulating the social context can be a powerful tool to support cognitive control in childhood.

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From duels to classroom competition: Social competition and learning in educational videogames within different group sizes

Cited by 59 publications

References 55 publications

Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the Effects of Spatial Proximity Between Related and Unrelated Representations

Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the Effects of Spatial Proximity Between Related and Unrelated Representations

Steel sharpens steel: A review of multilevel competition and competitiveness in organizations

Supporting cognitive control through competition and cooperation in childhood

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