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BRIEF RESEARCH REPORT article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1268734
This article is part of the Research Topic Towards Sustainable Online Learning Systems in Future Era View all 6 articles

Injecting Competition into Online Programming and Chinese-English Translation Classrooms

Provisionally accepted
Jian Lian Jian Lian 1*Yanan Zhou Yanan Zhou 2
  • 1 Shandong Management University, Jinan, China
  • 2 Beijing Foreign Studies University, Haidian District, Beijing Municipality, China

The final, formatted version of the article will be published soon.

    The introduction of competition has the potential to enhance the efficacy of students' learning performance. Nevertheless, there have been contradictory findings about the impact of intergroup competition on students' learning performance and engagement. Therefore, further comprehensive investigations for this problem are necessary. In order to bridge this gap, the present study seeks to ascertain the efficacy of intergroup competition in relation to students' academic performance and motivation. Consequently, we present the concept of intergroup competition and implement it within the context of an online programming course and an online Chinese-English translation course. The participants of this study consist of sophomore students majoring in Computer Science and English. Initially, a total of 108 sophomore students majoring in Computer Science participated. Then, a total of 100 sophomore students majoring in English participated. A quasi-experimental study was subsequently undertaken to compare students from two courses, which are online programming and Chinese-English translation, assigning them to an experimental group and a comparison group, respectively. Then, we conducted independent samples t-tests to measure the difference between the academic performance of the two group of students from two courses. The results indicate that both groups of students who were exposed to the intergroup competition mechanism demonstrated considerably higher levels of academic performance and engagement compared to the other group of students. The findings indicate that the competition mechanism, has the potential to be a beneficial instrument for enhancing both students' learning performance and motivation.

    Keywords: Online Education, engagement, academic performance, cooperative learning, intergroup competition

    Received: 28 Jul 2023; Accepted: 29 Aug 2024.

    Copyright: © 2024 Lian and Zhou. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Jian Lian, Shandong Management University, Jinan, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.