Emotion regulation in teamwork during a challenging hackathon: Comparison of  best and worst teams

• Published in: Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education) 2024-09, Vol.11 (3), p.879-899
• Main Authors: Kazemitabar, Maedeh, Lajoie, Susanne P., Doleck, Tenzin
• Format: Article
• Language: English
• Subjects: Collaborative learning; Communication Skills; Computers and Education; Cooperative Learning; Coordination; Education; Educational Technology; Emotional regulation; Emotions; Interpersonal Competence; Learner Engagement; Learning; Literature Reviews; Physics; Prerequisites; Principals; Programming; Social Environment; Students; Teams; Teamwork; Video data
• ISSN: 2197-9987; 2197-9995
• DOI: 10.1007/s40692-023-00282-y

Research has demonstrated the power of emotion regulation in managing challenges students face in different learning contexts. However, emotion research in team-learning where challenges become more evident is yet in its infancy. The current study examines case studies of two teams (high and low performing) in a hackathon where the task involved building a novel computer program to demonstrate a physics phenomenon; and explores how shared emotion regulation impacts teamwork and the types of challenges teams face (e.g., different goals/priorities; unreliable members; emotional imbalance; being off track, inefficient communication). Using a mixed-methods approach, we analyze team interactions in terms of emotion regulation strategies student teams apply and the challenge types/levels they encounter. Comparative excerpts as well as descriptive statistics based on video data of student interactions, interview inputs, and responses to several questionnaires are provided to show differences among the cases. The team with higher shared emotional regulation mainly had external challenges that were less frustrating and demanding than relational challenges, while the team with lower shared regulation had internal challenges as well as external challenges and thus performed poorly. Our findings showed that when team members apply shared emotion regulation strategies, they build a cohesive atmosphere and synergistic team relationships that enable them to contribute to the overall team goals. This study also has implications for assisting educational teams in challenging environments. We hope that our paper will generate new ways of understanding and seeing shared emotion regulation in team settings.