Cooperation and competition enhance implicit sequence learning differently

Abstract

Background

Cooperation and competition enhance learning. Intrinsic motivation exerts a crucial influence on the human learning process. The effects of cooperation and competition on intrinsic motivation during implicit sequence learning remain unclear.

Objective

To determine the effects of cooperation and competition on intrinsic motivation and implicit sequence learning.

Methods

A total of 111 participants were randomly assigned to cooperative, competitive, and individual groups. Participants completed the classic Sequential Reaction Time Task (SRTT) and the Intrinsic Motivation Inventory (IMI) to evaluate implicit sequence learning and intrinsic motivation during both the acquisition phase and retention test phase. Consciousness assessment was evaluated using the Process Dissociation Procedure after the retention test, to separate implicit and explicit knowledge of sequence learning.

Results

During the acquisition phase, cooperative and competitive groups exhibited superior response times, implicit learning effects, and standardized scores compared to the individual group. The IMI revealed higher enjoyment and effort scores in the cooperative and competitive groups compared to the individual group. The competitive group displayed the highest tension scores, while the cooperative group had the highest relatedness scores. Positive correlations were found between tension and relatedness scores, implicit sequence effects, and standardized scores. During the retention phase, responses were faster in the cooperative and competitive groups compared to the individual group. Additionally, there were no significant differences in the IMI scores of the three group’s dimensions.

Conclusions

Both cooperation and competition significantly elevated intrinsic motivation, enhancing the acquisition and consolidation of implicit sequence learning. Specifically, both cooperation and competition increased learners’ levels of enjoyment and effort. However, competition may promote implicit sequence learning by raising learner tension, whereas cooperation may improve learning through increased learner relatedness.