Competition within Computer-Assisted Cooperative Learning Environments: Cognitive, Affective, and Social Outcomes

Abstract

The effects and implications of embedding the element of competition in computer-assisted cooperative learning situations on student cognitive, affective, and social outcomes were examined in the present study. The results of the statistical analysis showed that cooperation without inter-group competition engendered better attitudes toward the subject matter studied and promoted more positive inter-personal relationships both within and among the learning groups than cooperation with inter-group competition. Furthermore, the exchange of ideas and information both within and among the learning groups tended to be more effective and efficient when cooperation did not take place in the context of inter-group competition. Based on the results of this study and previous research, it was suggested that to promote constructive interactions among participants and to enhance student affective and social developments, cooperation without inter-group competition might be the preferred instructional strategy to adopt, as compared to cooperation with inter-group competition.