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

TL;DR

This study compares gender-specific and regular hackathon formats, revealing how design influences team dynamics, project themes, and learning environments, and proposes a hybrid model to enhance engagement and inclusivity.

Contribution

It provides empirical insights into how different hackathon formats shape team interactions and project focus, and introduces a hybrid model to optimize learning and inclusivity.

Findings

GS hackathons foster collaboration and community learning.

RI hackathons promote competition and diverse project themes.

A hybrid model combines strengths of both formats.

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.