The Impact of Grade Difference on Competitive and Collaborative Engagement in Language Learning: A Quizizz-Based Survey

Сажетак

This study investigates how grade differences influence competitive and collaborative language learning engagement among first-year undergraduate students using an AI-powered LMS. By analysing data from 67 students over an academic year, we identified a threshold of 1.5 (95% CI: 1.3–1.7) grade difference. Groups with grade differences lower than this threshold tended to engage more in competitive learning, while those with larger differences favoured collaborative learning. Using a mixed-methods approach, we combined quantitative data analysis with qualitative survey responses to uncover the underlying reasons for these behaviours. Initially, students were randomly assigned to groups, and their interactions were observed throughout the first semester. At the end of the semester, students reorganised into self-selected groups, allowing us to monitor changes in engagement dynamics. The qualitative survey provided insights into students’ motivations, revealing that competitive learning was driven by personal challenge and immediate feedback, whereas collaborative learning was valued for mutual support and knowledge sharing. These findings offer practical strategies for educators to optimise learning environments based on student group compositions, suggesting that similar-grade groupings can stimulate competition, while diverse groups enhance collaboration. Our study underscores the importance of understanding group dynamics and provides a framework for designing effective educational strategies tailored to different learning preferences and needs.