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Navigating the Hackathon: Exploring Participant Experience, Confidence and Anxiety

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Title: Navigating the Hackathon: Exploring Participant Experience, Confidence and Anxiety
Language: English
Authors: Maciej Rys (ORCID 0000-0002-7692-781X), Anna Maria Górska (ORCID 0000-0003-3406-5454), hab. Pawel Korzynski (ORCID 0000-0002-6457-4965)
Source: European Journal of Education. 2024 59(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Minicourses, Workshops, Computer Software, Group Activities, Self Directed Groups, Communities of Practice, Cooperation, Innovation, Discovery Processes, Creativity, Self Esteem, Educational Opportunities, Motivation, Anxiety, Stress Management
DOI: 10.1111/ejed.12656
ISSN: 0141-8211
1465-3435
Abstract: Hackathons are characterized by their dynamic and collaborative nature, acting as incubators for innovation in diverse contexts. They are celebrated for nurturing creativity and tackling current challenges while offering distinctive educational opportunities. However, participants' lack of confidence and increased anxiety can diminish the utility of a hackathon's outcomes, adversely affecting both the resolution of the challenges at hand and the educational value of the experience. Drawing on 398 responses from verified hackathon participants, we examined associations among experience, intrinsic and extrinsic motivations, confidence and anxiety. The findings confirm that experience at hackathons has a beneficial effect on individuals' confidence levels and concurrently diminishes anxiety. Additionally, intrinsic motivations show negative associations with anxiety and positive associations with confidence, while extrinsic motivations have unequivocal effects. These insights deepen our comprehension of the hackathon ecosystem, underscoring the criticality of participant's well-being and motivation. The ramifications of these findings are multifaceted: they not only inform the enhancement of hackathon frameworks, emphasizing a participant-focused approach, but also facilitate the strategic incorporation of hackathons within educational and organizational contexts.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1434644
Database: ERIC
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  Value: <anid>AN0178882252;eje01sep.24;2024Aug09.05:52;v2.2.500</anid> <title id="AN0178882252-1">Navigating the hackathon: Exploring participant experience, confidence and anxiety </title> <p>Hackathons are characterized by their dynamic and collaborative nature, acting as incubators for innovation in diverse contexts. They are celebrated for nurturing creativity and tackling current challenges while offering distinctive educational opportunities. However, participants' lack of confidence and increased anxiety can diminish the utility of a hackathon's outcomes, adversely affecting both the resolution of the challenges at hand and the educational value of the experience. Drawing on 398 responses from verified hackathon participants, we examined associations among experience, intrinsic and extrinsic motivations, confidence and anxiety. The findings confirm that experience at hackathons has a beneficial effect on individuals' confidence levels and concurrently diminishes anxiety. Additionally, intrinsic motivations show negative associations with anxiety and positive associations with confidence, while extrinsic motivations have unequivocal effects. These insights deepen our comprehension of the hackathon ecosystem, underscoring the criticality of participant's well‐being and motivation. The ramifications of these findings are multifaceted: they not only inform the enhancement of hackathon frameworks, emphasizing a participant‐focused approach, but also facilitate the strategic incorporation of hackathons within educational and organizational contexts.</p> <p>Keywords: anxiety; confidence; education; experience; hackathon; motivation</p> <hd id="AN0178882252-2">INTRODUCTION</hd> <p>Hackathons, known for their intensity, creative energy and collaborative spirit, serve as dynamic platforms that drive innovation and address a multitude of challenges across various fields. Hackathons' success transcends information technology, significantly impacting medicine, social issues and environmental sectors (Falk et al., [<reflink idref="bib7" id="ref1">7</reflink>]; Linnell et al., [<reflink idref="bib19" id="ref2">19</reflink>]; Medina Angarita & Nolte, [<reflink idref="bib21" id="ref3">21</reflink>]). Furthermore, hackathons are not just a method of developing new projects and addressing various challenges but can also offer new educational experiences, motivating people to study new things with a learn‐by‐doing approach (Gama et al., [<reflink idref="bib10" id="ref4">10</reflink>]; Silver et al., [<reflink idref="bib32" id="ref5">32</reflink>]). They offer a unique educational experience, allowing participants to apply theoretical knowledge to real‐world problems within a limited timeframe.</p> <p>Individuals participate in hackathons driven by a range of intrinsic and extrinsic motivations, as evidenced by diverse academic and business research. Briscoe and Mulligan ([<reflink idref="bib5" id="ref6">5</reflink>]) highlight the significance of hackathons as learning platforms where participants can gain new skills and explore emerging technologies. Similarly, several researchers, including Warner and Guo ([<reflink idref="bib40" id="ref7">40</reflink>]), Frey and Luks ([<reflink idref="bib9" id="ref8">9</reflink>]), Taylor and Clarke ([<reflink idref="bib36" id="ref9">36</reflink>]), Simonofski et al. ([<reflink idref="bib33" id="ref10">33</reflink>]) and Tucci et al. ([<reflink idref="bib38" id="ref11">38</reflink>]), have identified learning opportunities, networking, prizes, civic responsibility and other factors as primary motivators compelling individuals to participate in such events. Furthermore, some participants are driven by a commitment to social responsibility and a desire to effect societal change. This reflects Irani's ([<reflink idref="bib16" id="ref12">16</reflink>]) insight that a prevalent motivator is the collective aspiration to 'make a difference'.</p> <p>This research seeks to enhance existing literature by offering a new viewpoint on how experience, intrinsic and extrinsic motivations and their connections with confidence and anxiety shape hackathon participants' experiences. Contrasting with prior studies that isolated these elements, our work provides a comprehensive exploration of participant experiences. We explore how intrinsic and extrinsic motivations distinctly influence feelings of confidence and anxiety, contributing a vital dimension to the extant research. This is especially pertinent as much of the existing literature has predominantly concentrated on hackathon outputs, such as project continuation and innovation, rather than on the experiential aspects of the participants.</p> <p>Our research resonates with Pintrich's ([<reflink idref="bib28" id="ref13">28</reflink>]) observations concerning the role of motivation in the learning process, particularly highlighting how intrinsic motivation can alleviate anxiety and bolster confidence, in stark contrast to the effects of extrinsic goals. Additionally, our work expands upon the findings of Paganini et al. ([<reflink idref="bib25" id="ref14">25</reflink>]) and Paganini and Gama ([<reflink idref="bib26" id="ref15">26</reflink>], [<reflink idref="bib27" id="ref16">27</reflink>]), which delved into the dynamics of various motivational types, with a specific emphasis on gender issues and the engagement of women in hackathons. By integrating these various academic perspectives, our study offers a more nuanced comprehension of the experiences and motivational factors driving hackathon participants, thus broadening the scope of the existing academic discourse.</p> <p>The remainder of this article is organized in the following manner: The initial section presents a literature review that situates this study within the larger framework of hackathon research. Subsequent sections detail the methodology employed, as well as the processes of data collection and analysis, thereby establishing the study's rigour and validity. The ensuing section is devoted to presenting the study's findings and discussing them in relation to prior research. The article culminates with a section on practical implications, acknowledges limitations and offers directions for future research.</p> <hd id="AN0178882252-3">EDUCATION AND HACKATHON EXPERIENCE</hd> <p>Hackathons represent dynamic educational environments, melding practical learning with collaborative problem‐solving, team building and creative activities. These events stand out as innovative platforms in the realm of higher education, providing a distinctive combination of applied theoretical knowledge and practical, hands‐on experience (Brdnik et al., [<reflink idref="bib4" id="ref17">4</reflink>]; Starov et al., [<reflink idref="bib34" id="ref18">34</reflink>]). They serve as catalysts for educators, facilitating the integration of theoretical concepts with real‐world challenges, and fostering a culture that embraces innovation and adaptability (Garcia, [<reflink idref="bib12" id="ref19">12</reflink>]). Hackathons immerse participants in rapid, challenging environments, fostering resilience, critical thinking and efficient teamwork. These skills are not only vital but also highly sought after in modern educational frameworks (Porras et al., [<reflink idref="bib29" id="ref20">29</reflink>]).</p> <p>Hackathons act as powerful catalysts for educators, enabling them to effectively connect theoretical knowledge with practical, real‐world challenges. These events nurture a culture of innovation and adaptability, transcending the confines of traditional classroom settings. They offer a conducive environment for exploration and experimentation, embracing the potential for failure as a stepping stone to skill development. Such skills are essential for successfully navigating the ever‐changing landscapes of education and technology (Garcia, [<reflink idref="bib12" id="ref21">12</reflink>]). Our study showcases hackathons' significant impact on personal and professional growth, illuminating how these events empower participants not only to tackle immediate challenges but also to nurture a holistic mindset, which supports lifelong learning by reducing anxiety and improving confidence. Through this study, we showcase how hackathons are different from mere competitions, emerging as vital educational experiences that redefine traditional teaching approaches, stimulate curiosity and fortify the skillsets essential for success in evolving educational learning.</p> <hd id="AN0178882252-4">IMPORTANCE OF PARTICIPANTS' CONFIDENCE AND ANXIETY</hd> <p>Hackathons encompass a complex interplay of social factors, influencing the participants' experiences beyond their established flexibility and utility. The intense, time‐constrained and unique environment of hackathons creates a setting that is both exhilarating and empowering, yet simultaneously demanding and potentially exhausting. Such an atmosphere, while conducive to sparking creativity and augmenting problem‐solving approaches, also presents challenges in stress management and the preservation of participant well‐being. Furthermore, while hackathons foster a collaborative ethos, they can also bring to the fore issues related to leadership, communication and teamwork, as well as concerns about lack of confidence and increasing anxiety (O'Daniel & Rosenstein, [<reflink idref="bib24" id="ref22">24</reflink>]; West & Hirst, [<reflink idref="bib41" id="ref23">41</reflink>]). Moreover, the diversity of participants' backgrounds and experiences – ranging from beginners to experts and from professionals to novices – can create a disparity in skills and knowledge, influencing the overall experience (Catlett & Halper, [<reflink idref="bib6" id="ref24">6</reflink>]). Recognizing these social aspects is crucial in creating and optimizing the educational benefits of hackathons, ensuring that learning experiences remain supportive and inclusive and allow all participants to comprehensively develop their skills.</p> <p>Promoting well‐being during hackathons is crucial not only for ensuring the ultimate success and effective application of this approach but also for fostering participants' overall personal and professional development, enriching their learning experiences and maintaining their contributions beyond the event itself (Falk et al., [<reflink idref="bib7" id="ref25">7</reflink>]). Reduced confidence and heightened anxiety among participants can undermine the effectiveness of hackathon results, adversely impacting the resolution of challenges, inhibiting creativity and lessening the event's educational influence, thus it is crucial to study this along with motivation.</p> <p>While the body of research on hackathons has expanded rapidly in recent years, including studies focusing on specific groups such as female participants, a notable gap persists in understanding the interplay between intrinsic and extrinsic motivation and the feelings of confidence and anxiety among more diverse and general participant groups. Addressing this gap is critical, as these factors are fundamental to the overall hackathon experience (Garcia, [<reflink idref="bib11" id="ref26">11</reflink>]). Additionally, only limited research has been conducted on the relationship between participants' experiences at hackathons and their subsequent feelings of confidence and anxiety. Filling this research void is also essential for a more comprehensive understanding of the hackathon phenomenon (Paganini & Gama, [<reflink idref="bib26" id="ref27">26</reflink>]).</p> <hd id="AN0178882252-5">HARSH REALITY OF HACKATHON EXPERIENCE</hd> <p>Both confidence among participants, reflected in their belief in their own skills, and anxiety, which can undermine personal performance, play critical roles in influencing not only the decision to participate in the event but also significantly shape the overall experience (Paganini et al., [<reflink idref="bib25" id="ref28">25</reflink>]; Paganini & Gama, [<reflink idref="bib26" id="ref29">26</reflink>], [<reflink idref="bib27" id="ref30">27</reflink>]). For instance, anxiety may stem from the inherently stressful environment of a hackathon, particularly when participants face stringent time constraints to complete their projects (Taylor & Clarke, [<reflink idref="bib36" id="ref31">36</reflink>]). Even the format and distinct characteristics of the event can significantly affect participants' perceptions and their confidence in their own abilities (Almeida & de Souza, [<reflink idref="bib2" id="ref32">2</reflink>]). Still, while the intrinsic appeal of experiencing a hackathon may draw attendees (Nolte et al., [<reflink idref="bib23" id="ref33">23</reflink>]), the allure of past hackathon involvements often encourages further participation (Purwanto et al., [<reflink idref="bib30" id="ref34">30</reflink>]). Additionally, various intrinsic and extrinsic motivations are influential in sustaining ongoing engagement in such events (Garcia, [<reflink idref="bib11" id="ref35">11</reflink>]).</p> <p>Furthermore, it could be posited that barriers like lack of confidence and heightened anxiety may deter some individuals from engaging in hackathons, thereby influencing the demographic of attendees (Garcia, [<reflink idref="bib11" id="ref36">11</reflink>]). Conversely, involvement in hackathons has been shown to bolster self‐confidence more rapidly and effectively compared to more conventional methods (Kagan et al., [<reflink idref="bib17" id="ref37">17</reflink>]; Szymanska et al., [<reflink idref="bib35" id="ref38">35</reflink>]). Consequently, regular participation in hackathons is likely to enhance confidence and alleviate anxiety among participants, leading to the following hypotheses:</p> <hd id="AN0178882252-6">H1</hd> <p>Experience in hackathons is positively associated with confidence.</p> <hd id="AN0178882252-7">H2</hd> <p>Experience in hackathons is negatively associated with anxiety.</p> <p>Garcia ([<reflink idref="bib11" id="ref39">11</reflink>]) also emphasizes the critical role of intrinsic motivation in shaping the intention to participate. Additionally, in their extensive study involving 1,253 students, Bonilla et al. ([<reflink idref="bib3" id="ref40">3</reflink>]) demonstrated that the hackathon experience enhances intrinsic motivation, mitigates anxiety and bolsters confidence. Thus, it can be contended that intrinsic motivation is instrumental in reducing anxiety and augmenting overall confidence, leading to the following hypotheses:</p> <hd id="AN0178882252-8">H2</hd> <p>Intrinsic motivation is negatively associated with anxiety during hackathons.</p> <hd id="AN0178882252-9">H3</hd> <p>Intrinsic motivation is positively associated with confidence during hackathons.</p> <p>Moreover, Bonilla et al. ([<reflink idref="bib3" id="ref41">3</reflink>]) contend that while hackathon experiences may not alter extrinsic motivation, extrinsic factors could still affect levels of anxiety and confidence. This perspective echoes Pintrich's ([<reflink idref="bib28" id="ref42">28</reflink>]) argument that the presence of extrinsic goals might adversely influence aspects such as learning opportunities. Based on these considerations, we have proposed the following hypotheses as well:</p> <hd id="AN0178882252-10">H4</hd> <p>Extrinsic motivation is positively associated with anxiety during hackathons.</p> <hd id="AN0178882252-11">H5</hd> <p>Extrinsic motivation is negatively associated with confidence during hackathons.</p> <hd id="AN0178882252-12">METHOD</hd> <p></p> <hd id="AN0178882252-13">Data collection</hd> <p>To test our hypotheses, we developed a comprehensive questionnaire distributed to participants at HackYeah 2023, recognized as Europe's largest in‐person hackathon. With approximately 2,800 participants gathered from 30 September to October 1, 2023, we invited them to complete the survey voluntarily and anonymously while present at the venue. This approach allowed us to verify responses, control the research environment and motivate participation. Participants were given a 12‐h window, from the start of the hackathon until the end of the first day, to fill out the survey. To optimize our response rate, we employed multiple methods:</p> <p></p> <ulist> <item> working with hackathon organizers to promote questionnaire within official communication channels that reached all participants;</item> <p></p> <item> preparing a dedicated website http://hackathonsurvey.pl/ which simplified their path to reach our research form;</item> <p></p> <item> a team of volunteers distributing little flyers, reminding about the deadline to complete a survey and a QR code directing straight to the survey;</item> <p></p> <item> leaving an open question: 'How would you like hackathons' organizers to do for you to feel better at such events?' at the end and awarding 10 best answers with a voucher to the popular e‐commerce website.</item> </ulist> <hd id="AN0178882252-14">Measures</hd> <p>We operationalized intrinsic and extrinsic motivations employing the framework established by Garcia ([<reflink idref="bib11" id="ref43">11</reflink>]), ensuring a robust theoretical underpinning. We constructed a second‐order reflective construct for intrinsic motivation, which encompassed practical experience (Miller & Brickman, [<reflink idref="bib22" id="ref44">22</reflink>]), social connection (Al‐Ansari et al., [<reflink idref="bib1" id="ref45">1</reflink>]), vocational skills (Lipscomb, [<reflink idref="bib20" id="ref46">20</reflink>]) and challenge demand (Lepper et al., [<reflink idref="bib18" id="ref47">18</reflink>]). Likewise, the second‐order reflective construct for extrinsic motivation was composed of indicators such as career opportunities (Thompson et al., [<reflink idref="bib37" id="ref48">37</reflink>]) and personal reputation (Urip & Kurniawati, [<reflink idref="bib39" id="ref49">39</reflink>]). The items for each construct were derived from or modelled on the literature cited previously. However, since the original studies were mainly centred on students, we modified our questionnaire to accommodate the broader and more varied demographic of hackathon participants. For instance, we modified the item related to additional academic credit from 'I participate in a hackathon to receive additional course grades' to a more inclusive 'I participate in a hackathon to receive additional benefits at work/university'. Responses were captured using a 5‐point Likert scale, ranging from 'strongly disagree' (<reflink idref="bib1" id="ref50">1</reflink>) to 'strongly agree' (<reflink idref="bib5" id="ref51">5</reflink>). Subsequent construct reliability and validity analysis led to the exclusion of the 'social connection' dimension from the intrinsic motivation construct.</p> <p>Drawing inspiration from Paganini and Gama's methodology (Paganini & Gama, [<reflink idref="bib26" id="ref52">26</reflink>], [<reflink idref="bib27" id="ref53">27</reflink>]), we developed a series of questions tailored to our study's broader participant base, moving beyond their focus on the absence of female participants at hackathons (Table 1).</p> <p>1 TABLE Questions asked about participants' feelings.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Confidence</th><th align="left">Anxiety</th></tr></thead><tbody valign="top"><tr><td align="left"><list list-type="Bullet"><list-item><p>I feel confident about the quality of my work in this hackathon</p></list-item><list-item><p>I have a large chance of winning this hackathon</p></list-item><list-item><p>My work is better than that of others in this hackathon</p></list-item><list-item><p>I feel confident during this hackathon</p></list-item></list></td><td align="left"><list list-type="Bullet"><list-item><p>I experience performance anxiety during this hackathon</p></list-item><list-item><p>I am afraid of how others will judge my work in this hackathon</p></list-item><list-item><p>I feel intimidated during this hackathon</p></list-item><list-item><p>I feel I am not good enough for this hackathon</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <p>Participants completing the questionnaire were required to indicate their level of agreement with a series of statements pertaining to both motivation and feelings, using a Likert scale that ranged from 'strongly agree' to 'strongly disagree'. These items were mandatory. Additionally, an optional open‐ended question was included for those interested in entering a draw for a prize. We also gathered data on the participants' professional experience, quantified by the number of years in their respective fields. Basic demographic information such as education level and gender was collected as well.</p> <hd id="AN0178882252-15">Data analysis</hd> <p>To examine the proposed research model and test the associated hypotheses, we utilized the component‐based approach of partial least squares structural equation modelling (PLS‐SEM), specifically employing SmartPLS4 for the analysis. This method, outlined by Hair Jr et al. ([<reflink idref="bib14" id="ref54">14</reflink>]), follows an iterative procedure aimed at optimizing the variance explained by the dependent constructs. We deliberately chose partial least squares structural equation modelling (PLS‐SEM) for our analysis, in line with Haenlein and Kaplan's ([<reflink idref="bib13" id="ref55">13</reflink>]) recognition of its effectiveness in managing non‐continuous variables. Furthermore, as Fornell and Bookstein ([<reflink idref="bib8" id="ref56">8</reflink>]) note, PLS‐SEM provides substantial adaptability in data distribution management, a feature especially beneficial in complex modelling scenarios.</p> <p>The evaluation of construct reliability and validity was conducted by analysing Cronbach's alpha, composite reliability (rho_a and rho_c) and average variance extracted (AVE). The outcomes of the analysis, detailed in Table 2, indicate satisfactory internal consistency across the constructs, with Cronbach's alpha ranging from 0.753 to 0.935, signifying that the internal consistency of our measures is within acceptable limits. The composite reliability indices (rho_a and rho_c) for all constructs exceeded the benchmark of 0.70, thereby reaffirming the reliability of the constructs within our model.</p> <p>2 TABLE Construct validity and reliability.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left" /><th align="left">Cronbach's alpha</th><th align="left">Composite reliability (rho_a)</th><th align="left">Composite reliability (rho_c)</th><th align="left">Average variance extracted (AVE)</th></tr></thead><tbody valign="top"><tr><td align="left">Career opportunities</td><td align="char" char=".">0.753</td><td align="char" char=".">0.753</td><td align="char" char=".">0.890</td><td align="char" char=".">0.802</td></tr><tr><td align="left">Challenge demand</td><td align="char" char=".">0.807</td><td align="char" char=".">0.812</td><td align="char" char=".">0.874</td><td align="char" char=".">0.634</td></tr><tr><td align="left">Extrinsic motivation</td><td align="char" char=".">0.916</td><td align="char" char=".">0.918</td><td align="char" char=".">0.934</td><td align="char" char=".">0.671</td></tr><tr><td align="left">Intrinsic motivation</td><td align="char" char=".">0.919</td><td align="char" char=".">0.920</td><td align="char" char=".">0.931</td><td align="char" char=".">0.529</td></tr><tr><td align="left">Personal experience</td><td align="char" char=".">0.838</td><td align="char" char=".">0.841</td><td align="char" char=".">0.892</td><td align="char" char=".">0.673</td></tr><tr><td align="left">Personal reputation</td><td align="char" char=".">0.935</td><td align="char" char=".">0.936</td><td align="char" char=".">0.951</td><td align="char" char=".">0.795</td></tr><tr><td align="left">Vocational skills</td><td align="char" char=".">0.841</td><td align="char" char=".">0.848</td><td align="char" char=".">0.895</td><td align="char" char=".">0.681</td></tr><tr><td align="left">Anxiety</td><td align="char" char=".">0.918</td><td align="char" char=".">0.921</td><td align="char" char=".">0.942</td><td align="char" char=".">0.803</td></tr><tr><td align="left">Confidence</td><td align="char" char=".">0.879</td><td align="char" char=".">0.880</td><td align="char" char=".">0.917</td><td align="char" char=".">0.733</td></tr></tbody></table> </ephtml> </p> <p>Additionally, the AVE for each construct surpassed the 0.50 benchmark, demonstrating robust convergent validity. Specifically, AVE values ranged from 0.529 for intrinsic motivation to 0.803 for anxiety. These figures indicate that the constructs share a significant amount of variance with their respective indicators. Consequently, these metrics substantiate the reliability and validity of the constructs and, by extension, affirm the robustness of the PLS‐SEM structural model employed in our study.</p> <hd id="AN0178882252-16">RESULTS</hd> <p>In total, we received 398 complete responses: 324 from male participants, 65 from female participants and 9 from participants who did not define their gender. Notably, approximately 54% of the respondents indicated that this was their first hackathon, while over 46% reported participating in two or more hackathons (as shown in Figure 1). Furthermore, about 57% of the respondents held higher education degrees (as detailed in Figure 2).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01sep24/ejed12656-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12656-fig-0001.jpg" title="1 Number of hackathons attended by participants." /> </p> <p></p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01sep24/ejed12656-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12656-fig-0002.jpg" title="2 Participant's educational experience." /> </p> <p></p> <p>Our analysis indicated that the model's predictors explain 14.0% of the variance in anxiety and 27.2% of the variance in confidence, showcasing the model's explanatory power in the context of hackathon experiences.</p> <p>Hypothesis 1 (H1) posits a positive correlation between hackathon participation and confidence levels. This hypothesis is corroborated by the data, evidenced by a <emph>p</emph>‐value of.024 and a positive path coefficient of 0.041, suggesting that increased experience in hackathons is linked to higher levels of confidence.</p> <p>Conversely, Hypothesis 2 (H2) proposes a negative association between hackathon experience and anxiety levels. This is substantiated by a <emph>p</emph>‐value of.023 and a negative path coefficient of −0.062, indicating that greater experience in hackathons is associated with reduced anxiety levels.</p> <p>Regarding intrinsic motivation, Hypothesis 3 (H3) lacks empirical support, as indicated by a non‐significant <emph>p</emph>‐value of.144 concerning its relationship with anxiety. This suggests that the association between intrinsic motivation and anxiety levels is not statistically significant within the context of this study. On the contrary, Hypothesis 4 (H4) is confirmed, with the data revealing that intrinsic motivation exerts a positive influence on confidence during hackathons. This assertion is supported by a statistically significant <emph>p</emph>‐value of.000 and a robust path coefficient of 0.479, demonstrating a substantial positive impact of intrinsic motivation on participant confidence within the hackathon setting.</p> <p>The impact of extrinsic motivation on the outcome variables presents a complex picture. Hypothesis H4, which hypothesizes a positive correlation between extrinsic motivation and anxiety, is confirmed, as indicated by a <emph>p</emph>‐value of.000 and a path coefficient of 0.380. However, the data challenges Hypothesis H5, which predicted a negative relationship between extrinsic motivation and confidence. Contrary to this expectation, we observed a positive path coefficient of 0.297 (<emph>p</emph>‐value of.000), suggesting that extrinsic motivation is, in fact, positively related to confidence during hackathons. It is important to note, however, that the influence of intrinsic motivation on confidence is more pronounced.</p> <p>Regarding the control variables, gender of participants does not significantly influence anxiety (<emph>p</emph>‐value of.746), but it does have a significant negative effect on confidence (<emph>p</emph>‐value of.047, path coefficient of −0.194). In turn, education, when considered as a predictor for anxiety, does not show a significant effect (<emph>p</emph>‐value of.111). Likewise, education does not significantly predict confidence (<emph>p</emph>‐value of.538) (Table 3).</p> <p>3 TABLE Path coefficients and p ‐values.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Hypothesis</th><th align="left">Parameter estimate</th><th align="left"><italic>p</italic>‐value</th></tr></thead><tbody valign="top"><tr><td align="left">H1. Experience in hackathons ➔ Confidence</td><td align="char" char=".">0.041</td><td align="char" char=".">.024</td></tr><tr><td align="left">H2. Experience in hackathons ➔ Anxiety</td><td align="char" char=".">−0.062</td><td align="char" char=".">.023</td></tr><tr><td align="left">H3. Intrinsic motivation ➔ Anxiety</td><td align="char" char=".">−0.122</td><td align="char" char=".">.144</td></tr><tr><td align="left">H4. Intrinsic motivation ➔ Confidence</td><td align="char" char=".">0.479</td><td align="char" char=".">.000</td></tr><tr><td align="left">H5. Extrinsic motivation ➔ Anxiety</td><td align="char" char=".">0.380</td><td align="char" char=".">.000</td></tr><tr><td align="left">H6. Extrinsic motivation ➔ Confidence</td><td align="char" char=".">0.297</td><td align="char" char=".">.000</td></tr><tr><td align="left">Gender (female) ➔ Anxiety</td><td align="char" char=".">−0.041</td><td align="char" char=".">.746</td></tr><tr><td align="left">Gender (female) ➔ Confidence</td><td align="char" char=".">−0.194</td><td align="char" char=".">.047</td></tr><tr><td align="left">Education ➔ Anxiety</td><td align="char" char=".">−0.094</td><td align="char" char=".">.111</td></tr><tr><td align="left">Education ➔ Confidence</td><td align="char" char=".">0.026</td><td align="char" char=".">.538</td></tr></tbody></table> </ephtml> </p> <hd id="AN0178882252-19">DISCUSSION</hd> <p>While aligning with the broader landscape of academic research, our findings also contribute novel insights, corroborate certain unverified aspects and suggest new areas for discussion. Primarily, by validating the initial two hypotheses, our study demonstrates that hackathon experience significantly reduces anxiety and enhances participants' confidence. This not only corroborates the well‐established role of hackathons in driving innovation and addressing emergent challenges, as noted by Heller et al. ([<reflink idref="bib15" id="ref57">15</reflink>]) and Medina Angarita and Nolte ([<reflink idref="bib21" id="ref58">21</reflink>]), but also highlights their potential as tools for strengthening personal self‐efficacy. These insights hold considerable value for organizations that organize hackathons, educators and the participants themselves, offering new opportunities for personal and professional development.</p> <p>Furthermore, our results offer valuable insights for hackathon participants. We found that frequent participation in hackathons correlates with reduced anxiety and increased confidence. This observation aligns with recent research suggesting that hackathon success is often achieved by experienced individuals who prioritize team communication over other aspects provided by the event. Such a trend could be attributed to their heightened confidence and a more robust belief in their skills and abilities. (Ryś & Gloor, [<reflink idref="bib31" id="ref59">31</reflink>]).</p> <p>Another significant finding from our data is the crucial role of intrinsic motivation in reducing anxiety and boosting participants' confidence. This aligns with previous research conducted in varied hackathon groups and distinct settings (Bonilla et al., [<reflink idref="bib3" id="ref60">3</reflink>]; Pintrich, [<reflink idref="bib28" id="ref61">28</reflink>]). It is noteworthy that this phenomenon is consistent across general hackathon environments, suggesting that future organizers should embrace strategies that enhance intrinsic motivation to improve event outcomes and overall participant well‐being.</p> <p>The positive correlation between extrinsic motivation and confidence we discovered initiates an important conversation in this research area, suggesting nuanced influences on participant behaviour. It suggests that factors like prizes or opportunities to showcase skills to others may indeed enhance personal confidence, at least during the duration of the hackathon. However, this finding warrants further exploration through additional research. Delving deeper into this relationship could reveal significant implications and understanding, making it a worthwhile avenue for future academic inquiry.</p> <hd id="AN0178882252-20">PRACTICAL IMPLICATIONS</hd> <p>The findings of this study have significant implications for both the academic and business sectors. Primarily, they deepen our understanding of the hackathon ecosystem and participant experience, providing empirical evidence that participation in hackathons shapes personal beliefs about oneself. This not only corroborates prior research but also introduces novel insights, such as the positive association between confidence and extrinsic motivation. Our research, while resolving certain aspects of the ongoing discourse, simultaneously unveils new avenues for exploration and discussion.</p> <p>Moreover, our study provides actionable insights that can aid in the development of more comprehensive and sustainable hackathons. The findings underscore the importance of prioritizing participants' well‐being, revealing that such consideration not only enhances the hackathon experience but can also positively influence the event's outcomes. Hence, organizations planning to host hackathons should take these insights into account, placing a strong emphasis on participant care. This approach is not only key to attracting suitable participants but also crucial in motivating them to develop innovative solutions to the presented challenges.</p> <p>Finally, as hackathons continue to infiltrate diverse environments and organizers discover innovative applications for this format in addressing contemporary challenges, an intriguing aspect emerges. Contrary to what might be expected, hackathons appear to diminish anxiety and enhance confidence among participants. This positions them not only as valuable educational tools but potentially even as therapeutic experiences. Consequently, it is worth considering the integration of hackathons into regular educational curriculums, whether in schools or universities. Such inclusion could prove beneficial for groups like students, fostering the overall development of their skills and providing a unique, experiential learning opportunity.</p> <hd id="AN0178882252-21">LIMITATIONS AND FURTHER RESEARCH</hd> <p>Although our research was conducted with consideration for a variety of factors and aimed to elicit a large number of responses, it is important to acknowledge certain limitations and identify avenues for future study.</p> <p>First, our data collection was confined to a single event, albeit one of the largest hackathons with a diverse participant base from different backgrounds, geographic locations and experience levels. However, this singular context might have influenced their perspectives. To validate and enrich our findings, future research should replicate this study across various hackathon settings.</p> <p>Second, while our statistical analysis yielded intriguing results, the underlying reasons for these findings warrant further exploration. Given our current understanding, conducting a qualitative study could provide deeper insights, particularly into why extrinsic motivations are positively correlated with confidence during hackathons. Such research could offer valuable information for organizing more effective and participant‐oriented hackathons in the future.</p> <p>Finally, investigating the long‐term effects of hackathons on participants' personal development and career progression presents a valuable area for further study. Although our research offers preliminary insights, comprehensively understanding the enduring impacts of hackathon participation on skill enhancement and career paths is crucial. Future research could involve longitudinal studies tracking participants after hackathons, thereby uncovering the real‐world applicability of acquired skills and the extent to which these events contribute to individuals' ongoing growth and advancement in their respective fields. Such longitudinal investigations could provide a deeper understanding of the lasting influence of hackathons on personal and professional development.</p> <hd id="AN0178882252-22">SUMMARY</hd> <p>Our research explores the world of hackathons to understand the experiences of participants. Through a thorough analysis of 398 responses from verified participants, our study uncovered that the experience accrued at hackathons elevates confidence and diminishes anxiety. We identified that intrinsic motivations, such as the pursuit of learning and a sense of social responsibility, are closely associated with reduced anxiety and heightened confidence. Notably, extrinsic motivations also demonstrated positive correlations with both anxiety and, unexpectedly, confidence as well.</p> <p>In conclusion, our research highlights the crucial role of participant well‐being in the hackathon ecosystem. By concentrating on bolstering confidence and alleviating anxiety, we can substantially improve the overall hackathon experience and its outcomes. This insight offers valuable guidance for both organizers and participants. Nevertheless, while our findings contribute meaningful knowledge to the field, they also underscore the necessity for expanded research. Future studies should explore a variety of hackathon settings and examine the long‐term effects on participants' personal growth and skill development.</p> <hd id="AN0178882252-23">FUNDING INFORMATION</hd> <p>The authors declare that no funds, grants or other support was received during the preparation of this manuscript.</p> <hd id="AN0178882252-24">CONFLICT OF INTEREST STATEMENT</hd> <p>No potential conflict of interest was reported by the authors.</p> <hd id="AN0178882252-25">DATA AVAILABILITY STATEMENT</hd> <p>The data that support the findings of this study are available from the corresponding author upon reasonable request.</p> <hd id="AN0178882252-26">CONSENT</hd> <p>Informed consent was obtained from all individual participants included in the study.</p> <ref id="AN0178882252-27"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref45" type="bt">1</bibl> <bibtext> Al‐Ansari, A., Al‐Harbi, F., AbdelAziz, W., AbdelSalam, M., El Tantawi, M. M., & ElRefae, I. (2016). 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  Data: Navigating the Hackathon: Exploring Participant Experience, Confidence and Anxiety
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  Data: <searchLink fieldCode="AR" term="%22Maciej+Rys%22">Maciej Rys</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7692-781X">0000-0002-7692-781X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+Maria+Górska%22">Anna Maria Górska</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3406-5454">0000-0003-3406-5454</externalLink>)<br /><searchLink fieldCode="AR" term="%22hab%2E+Pawel+Korzynski%22">hab. Pawel Korzynski</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6457-4965">0000-0002-6457-4965</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2024 59(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Minicourses%22">Minicourses</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Activities%22">Group Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Directed+Groups%22">Self Directed Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Innovation%22">Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Discovery+Processes%22">Discovery Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Opportunities%22">Educational Opportunities</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation%22">Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink>
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  Data: 10.1111/ejed.12656
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  Data: 0141-8211<br />1465-3435
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  Label: Abstract
  Group: Ab
  Data: Hackathons are characterized by their dynamic and collaborative nature, acting as incubators for innovation in diverse contexts. They are celebrated for nurturing creativity and tackling current challenges while offering distinctive educational opportunities. However, participants' lack of confidence and increased anxiety can diminish the utility of a hackathon's outcomes, adversely affecting both the resolution of the challenges at hand and the educational value of the experience. Drawing on 398 responses from verified hackathon participants, we examined associations among experience, intrinsic and extrinsic motivations, confidence and anxiety. The findings confirm that experience at hackathons has a beneficial effect on individuals' confidence levels and concurrently diminishes anxiety. Additionally, intrinsic motivations show negative associations with anxiety and positive associations with confidence, while extrinsic motivations have unequivocal effects. These insights deepen our comprehension of the hackathon ecosystem, underscoring the criticality of participant's well-being and motivation. The ramifications of these findings are multifaceted: they not only inform the enhancement of hackathon frameworks, emphasizing a participant-focused approach, but also facilitate the strategic incorporation of hackathons within educational and organizational contexts.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1434644
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1434644
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/ejed.12656
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Minicourses
        Type: general
      – SubjectFull: Workshops
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Group Activities
        Type: general
      – SubjectFull: Self Directed Groups
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Cooperation
        Type: general
      – SubjectFull: Innovation
        Type: general
      – SubjectFull: Discovery Processes
        Type: general
      – SubjectFull: Creativity
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Educational Opportunities
        Type: general
      – SubjectFull: Motivation
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Stress Management
        Type: general
    Titles:
      – TitleFull: Navigating the Hackathon: Exploring Participant Experience, Confidence and Anxiety
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Maciej Rys
      – PersonEntity:
          Name:
            NameFull: Anna Maria Górska
      – PersonEntity:
          Name:
            NameFull: hab. Pawel Korzynski
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0141-8211
            – Type: issn-electronic
              Value: 1465-3435
          Numbering:
            – Type: volume
              Value: 59
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: European Journal of Education
              Type: main
ResultId 1