Does Competition Work as a Motivating Factor in E-Learning? A Randomized Controlled Trial

BACKGROUND AND AIMS Examinations today are often computerized and the primary motivation and curriculum is often based on the examinations. This study aims to test if competition widgets in e-learning quiz modules improve post-test and follow-up test results and self-evaluation. The secondary aim is to evaluate improvements during the training period comparing test-results and number of tests taken. METHODS Two groups were randomly assigned to either a quiz-module with competition widgets or a module without. Pre-, post- and follow up test-results were recorded. Time used within the modules was measured and students reported time studying. Students were able to choose questions from former examinations in the quiz-module. RESULTS Students from the competing group were significantly better at both post-and follow-up-test and had a significantly better overall learning efficiency than those from the non-competing group. They were also significantly better at guessing their post-test results. CONCLUSION Quiz modules with competition widgets motivate students to become more active during the module and stimulate better total efficiency. They also generate improved self-awareness regarding post-test-results.