Hackathon Formats Shape Team Dynamics, Demonstrating Differences in Collaborative Environments

Hackathons represent increasingly popular events for nurturing innovation and developing skills, but the way these events are structured significantly impacts the experiences of participants. Sadia Nasrin Tisha, Md Nazmus Sakib, and Sanorita Dey, all from the University of Maryland, Baltimore County, investigated how different hackathon formats shape team dynamics and the types of projects students choose. Their research compares gender-specific hackathons with traditional institutional events, revealing distinct environments that foster either collaboration and personal growth, or competition and outcome-driven results. The team’s findings demonstrate that event design plays a crucial role in shaping student engagement and learning, and they propose a new hybrid model that blends the benefits of both formats to create more inclusive and effective hackathon experiences.

Hackathon Structure Impacts Team Dynamics Choices

This research investigates how hackathon formats influence team dynamics, project selection, and participant experiences, arguing that hackathons are not neutral learning environments. The structure of a hackathon, including its emphasis on competition versus collaboration, the challenges presented, and participant demographics, significantly shapes how teams work and what they create. The study utilizes established theories and empirical data from observations and surveys of participants in multiple hackathons to demonstrate these effects. Key findings reveal that hackathons are valuable, but complex, learning experiences offering opportunities for skill development and social interaction.

The research highlights the importance of creating inclusive environments that encourage diverse participation and foster collaborative innovation. Specifically, the study examines the impact of competitive versus collaborative formats, challenge design, and participant demographics on team dynamics, including collaboration, communication, role allocation, and conflict resolution. The research also demonstrates that hackathon formats influence the types of projects teams choose, with competitive formats potentially leading to a focus on winnable projects rather than truly innovative or socially impactful ones. A significant theme is the underrepresentation of women and marginalized groups, and the study advocates for creating more inclusive environments.

Theoretical frameworks informing the research include social learning theory, peer instruction, and experiential learning. This research contributes to our understanding of how hackathon formats shape team dynamics and project choices, providing valuable insights for hackathon organizers seeking to create more effective and inclusive events. It also demonstrates the use of rigorous research methods to study experiential learning environments.

Hackathon Ethnography, Gender and Collaboration Studies

This study pioneers a mixed-methods approach to examine how hackathon formats shape student learning and collaboration, focusing on gender-specific (GS) and regular institutional (RI) hackathons. Researchers conducted detailed ethnographic observations of participants, meticulously documenting team dynamics and interactions within both formats. Data collection involved immersive fieldwork, capturing nuanced behaviors as they unfolded. This was complemented by semi-structured interviews with 32 participants, 16 from each hackathon, to gather in-depth perspectives on their experiences. Interview questions explored participants’ perceptions of the competitive versus collaborative atmosphere, their roles within teams, and their overall learning experiences.

Researchers employed thematic analysis to identify recurring patterns within observational field notes and interview transcripts. The study further analyzed project themes and outcomes, categorizing projects based on their focus and assessing their alignment with the goals of each event. By comparing project themes across formats, researchers aimed to understand how environmental settings and organizational structures influenced project selection.

Gendered Hackathons Foster Collaboration and Support

This research details a comprehensive study comparing a gender-specific (GS) hackathon with a regular institutional (RI) event, revealing significant differences in team dynamics, project selection, and participant experiences. Qualitative analysis of interviews and observations demonstrates that the GS hackathon fosters a collaborative and supportive atmosphere, with participants consistently describing increased comfort and support within teams. Participants valued the shared sense of identity, which encouraged creative risk-taking. The GS hackathon was particularly appealing for first-time attendees, who found the competitive environment of regular institutional hackathons intimidating.

In contrast, team formation at the RI hackathon was primarily based on pre-existing familiarity and shared skillsets, resulting in a lack of gender diversity. Observations revealed that participants at the RI hackathon independently selected projects, with mentors providing assistance only when requested, limiting collaboration. The GS hackathon prioritized learning and collaboration, while the RI hackathon focused on career-driven networking.

Hackathons Reflect Values, Shape Collaboration and Competition

This study examined the dynamics of gender-specific and regular institutional hackathons, revealing distinct differences in thematic focus and environmental settings. Researchers found that gender-specific events frequently emphasized community-centered themes, such as health and well-being, fostering a collaborative and supportive atmosphere. Regular institutional hackathons tended to prioritize entertainment and environmental sustainability, reflecting a more competitive and technically driven approach. These findings demonstrate that hackathons serve as platforms for innovation, but also reflect participants’ values and interests. The research suggests that hackathons can simultaneously foster both collaboration and competition, and proposes that hybrid models may offer a means of balancing inclusivity with competitive motivation. The authors acknowledge that the study’s analysis may not fully represent the diversity of global hackathon experiences and suggest further research with broader participant groups.