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Group Dynamics in a Synchronized Computerized Competitive Learning Environment: the effects of anonymity and proximity factors
PROCEEDINGS

, National Cheng-Kung University, Taiwan ; , National Central University, Taiwan

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The present study set out to investigate whether the negative effects associated with face-to-face team competition can be mitigated with networking technologies where opponents' identity or proximity can be manipulated. Results indicated that subjects in the face-to-face team competition condition rated statistically significantly less favorably on inner-group processing than those in the decreased proximity and anonymity conditions. Data analysis on classroom climate revealed that subjects in the anonymity condition rated statistically significantly more favorably on classroom climate than those in the other two conditions. The results of this study tend to lean toward the position that to promote effective interactions within learning groups and to cultivate more regulated classroom climate, networked team competition where opponents are not identified may be the preferred instructional strategy to adopt.

Citation

Yu, F.Y. & Chan, T.W. (2002). Group Dynamics in a Synchronized Computerized Competitive Learning Environment: the effects of anonymity and proximity factors. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2127-2132). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 16, 2019 from .

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