Dojo Tokens: The Effects of a Token Economy on Undergraduate Student Behaviour and Performance
Bibliographic record
Abstract
Purpose: This purpose of this study is to investigate the effects of implementing a web-based token economy, ClassDojo, on the academic behaviour and performance of undergraduate Sales students at a large AACSB accredited university. Design: Two experiments were used to investigate this issue. Consistent with the extant token economy literature which uses within-subjects experimental designs, Experiment One identified suitable target academic behaviours / rewards and then compared levels of student target academic behaviour before and after the implementation of the procedure for students in a single Sales class (n=72). The second experiment specifically compared levels of student performance as well as the variables considered in Experiment One for two separate classes; a control (n=76) and a ClassDojo section (n=71). Results: Results from Experiment One showed that students had significantly higher levels of the selected academic target behaviours as well as higher self-reported effort, interest and enjoyment after the token economy procedure was utilized. Results from the second experiment showed that students in the ClassDojo condition had significantly higher levels of academic performance as well as higher levels of reinforced behaviours and self-reported effort, interest and enjoyment. Value to Marketing Educators: Since the implementation of the ClassDojo token economy system is a simple seven step process which can result in significant improvements in both academic performance and levels of target academic behaviour for students, the ClassDojo system may be a useful class management tool to utilize in undergraduate marketing classes.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".