Effect of competitive environment on students’ performance on physics conceptual questions: An eyetracking study

Résumé fourni par la source

Given the widespread presence of competition in educational settings and its complex impact on science learning, how students complete tasks in competitive environments has attracted a wide range of attention. The purpose of this study is to compare students’ performance on physics conceptual questions in noncompetitive and competitive environments, focusing on both task outcomes and cognitive processing during task completion. There were 66 undergraduate students randomly assigned to one of two conditions (a noncompetitive group and a competitive group) to complete physics multiple-choice questions. The results displayed differences in undergraduate students’ outcomes and eye movement behaviors when they completed physics conceptual questions under noncompetitive and competitive conditions. The noncompetitive group outperformed the competitive group in completing physics conceptual questions, while the competitive group spent less fixation time completing physics conceptual questions than the noncompetitive group. Additionally, the noncompetitive group displayed a larger number of revisits to the entire question than the competitive group. In summary, although students in a competitive environment completed physics conceptual questions more quickly, the accuracy was low, which could be described as “haste makes waste.” Eyetracking data suggested that these differences might result from a greater emphasis on speed and reduced cognitive engagement in the competitive group.