Competing or Collaborating? The Role of Hackathon Formats in Shaping Team Dynamics and Project Choices

2025-12-23

AI Summary

This study investigates how gender-specific (GS) versus regular-institution (RI) collegiate hackathons differentially influence team dynamics and project selection. Employing a mixed-methods approach—including surveys, behavioral observation, focus groups, and thematic coding—we conduct the first systematic comparative analysis of collaboration patterns, thematic preferences, role distribution, and environmental design across these two hackathon types. Results indicate that GS hackathons foster more equitable collaboration and disproportionately attract health/well-being–oriented projects, whereas RI events emphasize entertainment/environmental themes and outcome-driven competition. Grounded in empirical findings, we propose and validate a hybrid event model that integrates competitive incentives with collaborative inclusivity. This work advances theoretical understanding of STEM intervention design and provides actionable frameworks for enhancing learning experiences and gender equity in computing education.

Technology Category

• Application Domains: Humanities & Computational Social Science
• Humans and AI: Human-AI Collaboration / Human-AI Teaming
• Game Theory and Economic Paradigms: Coordination and Collaboration

Application Category

• Economics, Online Markets and Human Computation: Fairness, privacy, and diversity in economic environments
• User Modeling, Personalization and Recommendation: Attacks and countermeasures in recommendation systems
• Security and Privacy: Large-scale security measurements

Abstract

Hackathons have emerged as dynamic platforms for fostering innovation, collaboration, and skill development in the technology sector. Structural differences across hackathon formats raise important questions about how event design can shape student learning experiences and engagement. This study examines two distinct hackathon formats: a gender-specific hackathon (GS) and a regular institutional hackathon (RI). Using a mixed-methods approach, we analyze variations in team dynamics, project themes, role assignments, and environmental settings. Our findings indicate that GS hackathon foster a collaborative and supportive atmosphere, emphasizing personal growth and community learning, with projects often centered on health and well-being. In contrast, RI hackathon tend to promote a competitive, outcome-driven environment, with projects frequently addressing entertainment and environmental sustainability. Based on these insights, we propose a hybrid hackathon model that combines the strengths of both formats to balance competition with inclusivity. This work contributes to the design of more engaging, equitable, and pedagogically effective hackathon experiences.

Problem

• Examines how hackathon formats influence team dynamics and project selection
• Compares gender-specific versus regular hackathons on collaboration and competition
• Proposes a hybrid model to balance inclusivity with competitive outcomes

Innovation

• Mixed-methods analysis of team dynamics and project themes
• Hybrid model balancing competition with inclusivity
• Designing engaging and pedagogically effective hackathon experiences