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

Worm, Bjarne Skjødt; Buch, Steen Vigh

doi:10.1371/journal.pone.0085434

Cited by 26 publications

(24 citation statements)

References 14 publications

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“…Given the situation for the better race will give better results. It is in line with Worm and Buch (2014), that the students are conditioned to work in competition will give the better results. It is driven by the superior creation of the students' motivation.…”

Section: Discussionsupporting

confidence: 57%

Scenario Based E-Learning in Electrical Engineering Education

Tambunan¹,

Dalimunte²,

Silitonga³

2017

IES

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The scenario based e-learning in Electrical Engineering Education Learning (EEEL) was developed by covering the scope and characteristics of all subjects and the competence unit of graduates in the field of pedagogy, professional, social and personality, with url addresed http://jpte-ft-unimed.edu20.org. The scenario incorporates the concept of Problem Based Learning (PBL) and Contextual Teaching Learning (CTL), by supporting of Information Communication Technology (ICT) to establish the competence of the students, from beginners to become proficient, as the teachers of electrical engineering, and the electrical technicians. Based on the analysis, it obtained the students' learning motivation, the lecturers' attitude in teaching, and the students' learning outcome are tend to be high, and the competence of the students who used the model are better than not use.

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Section: Discussionsupporting

confidence: 57%

Scenario Based E-Learning in Electrical Engineering Education

Tambunan¹,

Dalimunte²,

Silitonga³

2017

IES

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“…In addition, electronic learning with competitive elements led to an increase of motivation to outperform peers. According to Worm and Buch [25], competition incorporated into mobile learning may further increase motivation and engagement. Other research examined mobile learning's effects on intrinsic motivation.…”

Section: Analysis Of Internal Motivationmentioning

confidence: 99%

Generating Internal Motivation through Mobile Application Technology

Baby¹

2019

Metacognition in Learning

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This paper is a practical account of the author's experimental analysis of using mobile application technology in the undergraduate ELT classes of Dhofar University, Salalah, Oman. In today's world, technology plays an indispensable role in human life. Integrating latest technological applications in the classrooms can be a challenging task for many teachers, but it is undoubtedly a powerful tool for enhancing the quality of education. This paper outlines how to generate internal motivation and enhance the cognitive skills of students through the innovative use of mobile/smart phones in the classroom. Nowadays, innovative use of mobile applications in the classroom is advocated by numerous educational experts. This shift in perspective is necessitated by the large-scale digitalization of education and educational resources. Consequently, this study explores how mobile devices can be used effectively for enhancing involvement and motivation of students in various learning activities to promote learner autonomy and peer learning opportunities within the classroom. This experiment eventually resulted in a visible rise in the motivational graph of the whole class as testified by students' performance in their tests. Finally, this paper also outlines how mobile learning can be integrated into a conventional university curriculum.

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“…Most available sources deal with e-learning in addition to traditional class-based learning. Results in these studies vary though, with both better and poorer results from e-learning-augmented teaching, compared to classroom teaching alone, having been described 4–6,9,10. This lack of evidence-based knowledge raises the question of whether or not a clinical skill can be mediated by e-learning alone.…”

Section: Introductionmentioning

confidence: 99%

Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial

Buch¹,

Treschow²,

Svendsen³

et al. 2014

AMEP

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Background and aimsThis study investigated the effectiveness of two different levels of e-learning when teaching clinical skills to medical students.Materials and methodsSixty medical students were included and randomized into two comparable groups. The groups were given either a video- or text/picture-based e-learning module and subsequently underwent both theoretical and practical examination. A follow-up test was performed 1 month later.ResultsThe students in the video group performed better than the illustrated text-based group in the practical examination, both in the primary test (P<0.001) and in the follow-up test (P<0.01). Regarding theoretical knowledge, no differences were found between the groups on the primary test, though the video group performed better on the follow-up test (P=0.04).ConclusionVideo-based e-learning is superior to illustrated text-based e-learning when teaching certain practical clinical skills.

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

Cited by 26 publications

References 14 publications

Scenario Based E-Learning in Electrical Engineering Education

Scenario Based E-Learning in Electrical Engineering Education

Generating Internal Motivation through Mobile Application Technology

Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial

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