Effects of a Hackathon on the Motivation and Grades of CS1 Students

Bonilla, Rafael I.; Granda, Roger; Lozano, Estefania

doi:10.1109/educon45650.2020.9125187

Cited by 7 publications

(5 citation statements)

References 17 publications

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“…Another significant finding from our data is the crucial role of intrinsic motivation in reducing anxiety and boosting participants' confidence. This aligns with previous research conducted in varied hackathon groups and distinct settings (Bonilla et al, 2020;Pintrich, 1999). It is noteworthy that this phenomenon is consistent across general hackathon environments, suggesting that future organizers should embrace strategies that enhance intrinsic motivation to improve event outcomes and overall participant well-being.…”

Section: Discussionsupporting

confidence: 87%

“…Additionally, in their extensive study involving 1,253 students, Bonilla et al (2020) demonstrated that the hackathon experience enhances intrinsic motivation, mitigates anxiety and bolsters confidence. Thus, it can be contended that intrinsic motivation is instrumental in reducing anxiety and augmenting overall confidence, leading to the following hypotheses: H2.…”

Section: Imp Ortan Ce Of Participants' Confiden Ce and Anxie T Ymentioning

confidence: 99%

“…Intrinsic motivation is positively associated with confidence during hackathons. Moreover, Bonilla et al (2020) contend that while hackathon experiences may not alter extrinsic motivation, extrinsic factors could still affect levels of anxiety and confidence. This perspective echoes Pintrich's (1999) argument that the presence of extrinsic goals might adversely influence aspects such as learning opportunities.…”

Section: Imp Ortan Ce Of Participants' Confiden Ce and Anxie T Ymentioning

confidence: 99%

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Navigating the hackathon: Exploring participant experience, confidence and anxiety

Rys,

Górska,

Korzynski

2024

Euro J of Education

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Hackathons are characterized by their dynamic and collaborative nature, acting as incubators for innovation in diverse contexts. They are celebrated for nurturing creativity and tackling current challenges while offering distinctive educational opportunities. However, participants' lack of confidence and increased anxiety can diminish the utility of a hackathon's outcomes, adversely affecting both the resolution of the challenges at hand and the educational value of the experience. Drawing on 398 responses from verified hackathon participants, we examined associations among experience, intrinsic and extrinsic motivations, confidence and anxiety. The findings confirm that experience at hackathons has a beneficial effect on individuals' confidence levels and concurrently diminishes anxiety. Additionally, intrinsic motivations show negative associations with anxiety and positive associations with confidence, while extrinsic motivations have unequivocal effects. These insights deepen our comprehension of the hackathon ecosystem, underscoring the criticality of participant's well‐being and motivation. The ramifications of these findings are multifaceted: they not only inform the enhancement of hackathon frameworks, emphasizing a participant‐focused approach, but also facilitate the strategic incorporation of hackathons within educational and organizational contexts.

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Section: Discussionsupporting

confidence: 87%

Section: Imp Ortan Ce Of Participants' Confiden Ce and Anxie T Ymentioning

confidence: 99%

Section: Imp Ortan Ce Of Participants' Confiden Ce and Anxie T Ymentioning

confidence: 99%

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Navigating the hackathon: Exploring participant experience, confidence and anxiety

Rys,

Górska,

Korzynski

2024

Euro J of Education

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“…Several articles highlighted events. Pyweekend was focused on noncomputer science students specifically focused on both gender-and disciplinediversity and inclusion (Bonilla, Granda, and Lozano 2020). McGowan (2019) and Lyndon et al (2018) described healthcare related hackathons, a growing trend in the field.…”

Section: Topical Hackathonsmentioning

confidence: 99%

Fostering a Tech Culture through Campus Collaborations: A Case Study of a Hackathon and Library Partnership

Longmeier

Dotson²,

Armstrong

2021

Science & Technology Libraries

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Hackathons are time-bound, competitive coding contests that are often judged for prizes. Their name originates from joining hacking, playful exploration of hardware and software issues, with marathons, endurance competitions. The intent is to challenge participants to build working prototypes of hardware or software in a short time period, anywhere from one day to several weeks, though typically between 24-28 hours. While they are a mainstay in computer science fields, they are becoming increasingly popular in other domains, including libraries. Libraries have long championed life-long learning, a democratization of data, and access to information. These are similar mentalities of the maker movement, echoed in hackathons. Rapid iteration, problem solving, and cooperative learning are regularly present at events and within library systems. This paper details a case study of one institution's growth from a hackathon event host to deeper library engagement and partnership with an informal learning program. The authors will highlight benefits that both partners observed and will end with a pitch for why other libraries should consider hosting similar events. Finally, several recommended resources for libraries who are contemplating hosting hackathon events will be presented.

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“…SDT has been employed in CER, e.g., under the rubric of gamification, usually serving as a theoretical backbone [17]- [19]. On the other hand, some studies in CER employ MSLQ (Motivated Strategies for Learning Questionnaire)often including the SDT context items of the scale ( [8], [20], [21]). While programming can be said to be instrumental for many work-life related goals, it seems far less clear from CER, whether learning programming is for at least some students something they find important in and of itself and want to learn just for the sake of it.…”

Section: Background a Self-determination And Self-efficacymentioning

confidence: 99%

On Things that Matter in Learning Programming: Towards a Scale for New Programming Students

Pesonen

Hellas

2022

2022 IEEE Frontiers in Education Conference (FIE)

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Full research paper-In this paper, we report on the development of a succinct and easy-to-administer 11-item scale that quantifies students' self-efficacy, social aspect, independence, and meaning of studies, with a focus on introductory programming studies. The scale has been constructed using exploratory factor analysis of survey response data collected from students attending introductory programming courses offered by two universities. We evaluate the scale by using it to examine differences between university contexts, and assess to what extent the scale relates to students' perceived impact of the COVID-19 pandemic on studies, prior programming experience, self-assessed competence, and seeking help. Our evaluation of the scale suggests that social aspect was correlated with being more strongly influenced by the COVID-19 pandemic, while the perceived ability to work independently was correlated with reduced influence of the COVID-19 pandemic. Prior programming experience was positively correlated with self-perceived ability to work independently and with self-efficacy. Similarly, selfestimated competence was positively correlated with self-efficacy. Finally, social aspect and meaning of studies were positively correlated with help-seeking. Our evaluations show that the scale holds promise as a new tool for researchers and practitioners seeking to improve understanding of their study contexts.

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Effects of a Hackathon on the Motivation and Grades of CS1 Students

Cited by 7 publications

References 17 publications

Navigating the hackathon: Exploring participant experience, confidence and anxiety

Navigating the hackathon: Exploring participant experience, confidence and anxiety

Fostering a Tech Culture through Campus Collaborations: A Case Study of a Hackathon and Library Partnership

On Things that Matter in Learning Programming: Towards a Scale for New Programming Students

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