Employing intergroup competition in multitouch design-based learning to foster student engagement, learning achievement, and creativity

This study developed an intergroup competition mechanism and integrated it into a multitouch platform for collaborative design-based learning (DBL) to enhance elementary school students' engagement, learning achievement, and creativity. A total of 58 elementary school students in 2 sixth-grade classes participated in the study over a period of 9 weeks. A quasi-experiment was conducted to examine the effects of the intergroup competition mechanism. The two classes were divided into an experimental group (a class of 28 students in collaboration with intergroup competition) and a comparison group (another class of 30 students in collaboration without intergroup competition), and the students in both groups were required to carry out a tessellation design project with their partners on the multitouch platform. Statistical analyses revealed that students under the intergroup competition condition had significantly better student engagement, learning achievement, and creativity than those under the no-competition condition. The results suggest that the computerized intergroup competition mechanism is effective in enhancing student engagement, learning achievement, and creativity. On the basis of the results, considerations in relation to the intergroup competition mechanism and the enhanced cognitive processes in multitouch DBL are discussed. We propose an intergroup competition mechanism for multitouch DBL.The intergroup competition mechanism can foster students' engagement.The intergroup competition mechanism can enhance students' achievement.The intergroup competition mechanism can facilitate students' creativity.

[1]  Abhijeet K. Vadera,et al.  Intergroup Competition as a Double-Edged Sword: How Sex Composition Regulates the Effects of Competition on Group Creativity , 2014, Organ. Sci..

[2]  Steven M. Smith,et al.  The creative cognition approach. , 1995 .

[3]  Kristin L. Wood,et al.  Enhancing the Teaching of Machine Design by Creating a Basic Hands-On Environment with Mechanical ‘breadboards’ , 2005 .

[4]  Geoff R. Goehle.  Gamification and Web-based Homework , 2013 .

[5]  Matthew M. Mehalik,et al.  Middle‐School Science Through Design‐Based Learning versus Scripted Inquiry: Better Overall Science Concept Learning and Equity Gap Reduction , 2008 .

[6]  Charles K. Fadel,et al.  21st Century Skills: Learning for Life in Our Times , 2009 .

[7]  Johannes Strobel,et al.  The role of authenticity in design-based learning environments: The case of engineering education , 2013, Comput. Educ..

[8]  G. Moneta,et al.  Development and validation of the short use of creative cognition scale in studying , 2015 .

[9]  Ido Erev,et al.  THE ENHANCING EFFECT OF INTERGROUP COMPETITION ON GROUP PERFORMANCE , 1994 .

[10]  Fabio Pianesi,et al.  Collaborative puzzle game: a tabletop interface for fostering collaborative skills in children with autism spectrum disorders , 2010 .

[11]  Chi-Cheng Chang,et al.  Predicting the creativity of design majors based on the interaction of diverse personality traits , 2015 .

[12]  Tovi Grossman,et al.  GamiCAD: a gamified tutorial system for first time autocad users , 2012, UIST.

[13]  Kay S. Bull,et al.  The light applications in science and engineering research collaborative undergraduate laboratory for teaching (LASER CULT)-relevant experiential learning in photonics , 2005, IEEE Transactions on Education.

[14]  Christian D. Schunn,et al.  Resources for Robot Competition Success: Assessing Math Use in Grade-School-Level Engineering Design , 2011 .

[15]  C. Schunn,et al.  Engagement and Achievements: A Case Study of Design-Based Learning in a Science Context. , 2008 .

[16]  Fengfeng Ke,et al.  An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing , 2014, Comput. Educ..

[17]  C. Shalley,et al.  RESEARCH ON EMPLOYEE CREATIVITY: A CRITICAL REVIEW AND DIRECTIONS FOR FUTURE RESEARCH , 2003 .

[18]  Janet L. Kolodner,et al.  Learning by Design : Iterations of Design Challenges for Better Learning of Science Skills (特集 学習環境のデザイン実験) , 2002 .

[19]  Erica de Vries,et al.  Students' construction of external representations in design-based learning situations , 2006 .

[20]  Amon Rapp,et al.  A Qualitative Investigation of Gamification: Motivational Factors in Online Gamified Services and Applications , 2015, Int. J. Technol. Hum. Interact..

[21]  Thomas B Ward,et al.  Creative cognition as a window on creativity. , 2007, Methods.

[22]  Amon Rapp,et al.  Designing interactive systems through a game lens: An ethnographic approach , 2017, Comput. Hum. Behav..

[23]  Venkataraman Ramesh,et al.  Design, development, and assessment of mobile applications: the case for problem-based learning , 2006, IEEE Transactions on Education.

[24]  Grant E. Gardner.  Using Biomimicry to Engage Students in a Design-Based Learning Activity , 2012 .

[25]  Wim Jochems,et al.  A sampled literature review of design-based learning approaches: a search for key characteristics , 2013 .

[26]  Pin-Hsun Lin,et al.  Promoting discussion in peer instruction: Discussion partner assignment and accountability scoring mechanisms , 2015, Br. J. Educ. Technol..

[27]  Jc Jacob Perrenet,et al.  From mathematical modelling to design based learning; a bridge too far? , 2002 .

[28]  Benjamin S. Bloom,et al.  A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives , 2000 .

[29]  Matthew A. Dettman.  ABET Assessment and Engaging Students in the Classroom Through Design Projects , 2005 .

[30]  Timothy J. Newby,et al.  Task motivation: Learner selection of intrinsic versus extrinsic orientations , 1989 .

[31]  Christian D. Schunn,et al.  Learning Together While Designing: Does Group Size Make a Difference? , 2012 .

[32]  M. Lepper,et al.  The Hidden costs of reward : new perspectives on the psychology of human motivation , 1978 .

[33]  Fu-Yun Yu,et al.  Competition within Computer-Assisted Cooperative Learning Environments: Cognitive, Affective, and Social Outcomes , 2001 .

[34]  Abhijeet K. Vadera,et al.  Win or Lose the Battle for Creativity: The Power and Perils of Intergroup Competition , 2010 .

[35]  Teaching Tessellations to Preservice Teachers Using TesselMania! Deluxe: A Vygotskian Approach , 2003 .

[36]  Moshe Barak,et al.  Integrating the Cognitive Research Trust (CoRT) Programme for Creative Thinking into a Project‐based Technology Curriculum , 1999 .

[37]  E. Deci,et al.  When Trying to Win , 1981 .

[38]  David G. Rand,et al.  In intergroup conflict, self-sacrifice is stronger among pro-social individuals, and parochial altruism emerges especially among cognitively taxed individuals , 2015, Front. Psychol..

[39]  Angie L. Miller.  A Self-Report Measure of Cognitive Processes Associated with Creativity , 2014 .

[40]  A. Abraham,et al.  Gender and creativity: an overview of psychological and neuroscientific literature , 2016, Brain Imaging and Behavior.

[41]  J. Kolodner,et al.  Toward implementing distributed scaffolding: Helping students learn science from design , 2005 .

[42]  G. R. Oldham,et al.  Creativity and the Work Context , 2012 .

[43]  Michael Fowler,et al.  Use of Engineering Design Competitions for Undergraduate and Capstone Projects. , 2009 .

[44]  M. Goldman,et al.  Intergroup and intragroup competition and cooperation , 1977 .

[45]  Christian D. Schunn,et al.  Bringing Engineering Design into High School Science Classrooms: The Heating/Cooling Unit , 2008 .

[46]  Yaron Doppelt,et al.  Assessing creative thinking in design-based learning , 2009 .

[47]  Christian D Schunn,et al.  Design‐based learning for biology , 2008, Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology.

[48]  Simon P. Attle,et al.  Cooperative Learning in a Competitive Environment: Classroom Applications , 2007 .

[49]  B. Frey,et al.  Motivation, Knowledge Transfer, and Organizational Forms , 2000 .

[50]  Yaron Doppelt,et al.  Assessment of Project-Based Learning in a MECHATRONICS Context , 2005 .

[51]  Deborah I. Fels,et al.  Gamification in theory and action: A survey , 2015, Int. J. Hum. Comput. Stud..

[52]  Matthew M. Mehalik,et al.  What Constitutes Good Design? A Review of Empirical Studies of Design Processes* , 2006 .

[53]  R. Nagel,et al.  The Effect of Intergroup Competition on Group Coordination: An Experimental Study , 1999 .

[54]  S. M. Gómez Puente,et al.  Facilitating the learning process in design-based learning practices: an investigation of teachers’ actions in supervising students , 2013 .

[55]  Paul Denny,et al.  The effect of virtual achievements on student engagement , 2013, CHI.

[56]  Thom Markham,et al.  Project based learning handbook : a guide to standards-focused project based learning for middle and high school teachers , 2003 .

[57]  Scott Nicholson.  A User-Centered Theoretical Framework for Meaningful Gamification , 2012 .

[58]  J. Coakley,et al.  Sports in Society: Issues and Controversies , 1978 .

[59]  R. Marx,et al.  Design‐based science and student learning , 2004 .

[60]  Edgar Erdfelder,et al.  G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences , 2007, Behavior research methods.

[61]  Judith M. Harackiewicz,et al.  The Effects of Cooperation and Competition on Intrinsic Motivation and Performance. , 2004 .

[62]  Fu-Yun Yu,et al.  Experimental Comparisons of Face-to-Face and Anonymous Real-Time Team Competition in a Networked Gaming Learning Environment , 2008, Cyberpsychology Behav. Soc. Netw..

[63]  Ronen Hammer,et al.  On-Line Project-Based Peer Assessed Competitions as an Instructional Strategy in Higher Education , 2012 .

[64]  C. Chiu,et al.  Collaboration Scripts for Enhancing Metacognitive Self-regulation and Mathematics Literacy , 2016 .

[65]  A. Cropley.  Defining and measuring creativity: Are creativity tests worth using? , 2000 .

[66]  Nilufar Baghaei,et al.  Collaborative learning skills in multi-touch tables for UML software design , 2013 .

[67]  Katheryn R. Christy,et al.  Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women's math performance , 2014, Comput. Educ..

[68]  Robert Bracewell,et al.  Students' engagement in technology rich classrooms and its relationship to professors' conceptions of effective teaching , 2014, Br. J. Educ. Technol..

[69]  Y. Kafai.  Playing and Making Games for Learning , 2006, Games Cult..

[70]  M. Romero,et al.  Learner Engagement in the use of Individual and Collaborative Serious Games , 2012 .

[71]  Abigail Barzilai,et al.  Integrating alternative assessment in a project-based learning course for pre-service science and technology teachers , 2004 .

[72]  Cynthia J. Atman,et al.  Engineering Design Processes: A Comparison of Students and Expert Practitioners , 2007 .

[73]  George D. Kuh,et al.  Being (Dis)Engaged in Educationally Purposeful Activities: The Influences of Student and Institutional Characteristics , 2002 .

[74]  Yvonne Rogers,et al.  Around the table: are multiple-touch surfaces better than single-touch for children's collaborative interactions? , 2009, CSCL.

[75]  E. Deci,et al.  A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. , 1999, Psychological bulletin.

[76]  David Fortus,et al.  Design‐based science and real‐world problem‐solving , 2005 .

[77]  Luis de Marcos,et al.  Gamifying learning experiences: Practical implications and outcomes , 2013, Comput. Educ..

[78]  Juan C. Burguillo,et al.  Using game theory and Competition-based Learning to stimulate student motivation and performance , 2010, Comput. Educ..