Competition-based learning: Difference between revisions

Revision as of 00:49, 7 September 2023

Revision as of 06:31, 25 July 2024

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{{distinguish|Challenge-based learning}}

'''Competition-based learning''' ('''CBL''') is a [[Student-centred learning|student-centered]] [[pedagogy]] that combines [[Project-based learning]] and [[competition]]s.<ref>{{Cite journal |last=Burguillo |first=Juan C. |date=2010-09-01 |title=Using game theory and Competition-based Learning to stimulate student motivation and performance |url=https://www.sciencedirect.com/science/article/pii/S0360131510000527 |journal=Computers & Education |language=en |volume=55 |issue=2 |pages=566–575 |doi=10.1016/j.compedu.2010.02.018 |issn=0360-1315}}</ref> This can sometimes be referred to as game-based learning as well, which is different than [[Gamification of learning|gamification]].{{cn|date=July 2022}} CBL also utilizes [[Team-based learning]] (or Active Collaborative Learning, ACL) and [[Problem-based learning]] paradigms. Competition-based learning involves a team of students in an open-ended assignments or projects that resembles some problems students may face at the work place or in the real-world. However, the performance is being evaluated on the final completion of the project or task assigned in the course as a comparison to other groups. The aspiration is to create motivation in the students to come up with the best overall project. CBL learning relies on the competition results. Furthermore, CBL implements a reward system upon the completion of the task assigned to reinforce desired behaviors in learning environments.<ref>{{Cite journal |last1=Ridderinkhof |first1=K. Richard |last2=van den Wildenberg |first2=Wery P. M. |last3=Segalowitz |first3=Sidney J. |last4=Carter |first4=Cameron S. |date=2004-11-01 |title=Neurocognitive mechanisms of cognitive control: The role of prefrontal cortex in action selection, response inhibition, performance monitoring, and reward-based learning |url=https://www.sciencedirect.com/science/article/pii/S0278262604002866 |journal=Brain and Cognition |language=en |volume=56 |issue=2 |pages=129–140 |doi=10.1016/j.bandc.2004.09.016 |pmid=15518930 |s2cid=16820592 |issn=0278-2626}}</ref><ref>{{cite journal |last1=Arias-Carrión |first1=Ó. |last2=Pöppel |first2=E. |title=Dopamine, learning, and reward-seeking behavior |journal=Acta Neurobiologiae Experimentalis |date=2007 |volume=67 |issue=4 |pages=481–488 |doi=10.55782/ane-2007-1664 |pmid=18320725 |url=https://psycnet.apa.org/record/2008-03758-012 |language=en}}</ref><ref>{{Citation |last1=Malone |first1=Thomas W. |chapter=Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning |chapter-url=https://www.taylorfrancis.com/chapters/edit/10.4324/9781003163244-10/making-learning-fun-thomas-malone-mark-lepper |title=Aptitude, Learning, and Instruction |access-date=2022-06-27 |last2=Lepper |first2=Mark R. |editor-first1=Richard E |editor-first2=Marshall J |editor-last1=Snow |editor-last2=Farr |year=2021 |doi=10.4324/9781003163244 |isbn=9781000392050 }}</ref>

== Background and advantages==