Children's Physiological Responses to Coopetition: EEG and PPG Analysis

Purpose: This study aimed to investigate differences in elementary students' physiological responses between coopetition and non-competitive situations, and to explore the educational effectiveness of coopetition-based instruction. Methods: The study involved nine third-grade students from two classes. On the first day, students completed a math test individually, and on the second day, under a coopetition setting with simulated inter-school competition. EEG and PPG were used to measure concentration, brain activity, stress, and HRV. Wilcoxon signed-rank tests and effect sizes were used for analysis, with test scores, number of problems solved, and interview data used as supplementary. Results: EEG results showed significant increases in concentration and brain activity under the coopetition condition, while stress levels showed no significant difference. Effect sizes indicated a moderate increase in concentration and a large increase in brain activity, but minimal effects on stress. HRV also showed no significant difference and a small effect size. Conclusion: The findings support that coopetition can enhance motivation and engagement without increasing stress, confirming its benefits from a physiological perspective. This study offers exploratory insights by moving beyond self-report and behavioral data to physiological evidence.