Freddy Linares
Universidad del Pacifico, Marketing, Faculty Member
- Universidad del Pacifico, Business Engineering, Faculty Memberadd
- Philosophy, Educational Technology, Digital Media, E-learning, Web 2.0, Internet Studies, and 36 moreDigital Culture, Philosophy of Technology, Virtual Worlds, Virtual Reality (Computer Graphics), Facebook, Digital Journalism, Eye tracking, MOODLE, Internet research, Virtualization, E Government, E-Research, Internet Governance, Internet science, Computer Supported Collaborative Learning, Enterprise 2.0, CMS, E Government Adoption, OpenCourseWare, SCORM, Open Source E-Commerce, E Readiness, E-Retail, Web-based testing, Business Process Networks, Meta-Plastic Virtual Worlds, Web experimenting, Natural environments, E-retail Organisational Development, Iscience.Eu, Clickstream Analysis, Business, E-Commerce, Eyetracking (Psychology), UX, reading, eyetracking, and Eyetracking and Web Designedit
- consumer behavioredit
Research Interests:
The relation between monetary incentives, cognitive effort and task performance has been extensively studied. There is, however, scant experimental evidence about the concurrent effect of incentives on cognitive effort and emotions, and... more
The relation between monetary incentives, cognitive effort and task performance has been extensively studied. There is, however, scant experimental evidence about the concurrent effect of incentives on cognitive effort and emotions, and its implications for task performance. It is well documented that high-stakes tests correlate with students’ anxiety and performance, but the available evidence is not causal. In this paper we estimate the effect of providing a monetary prize on the cognitive effort, emotions and efficacy exhibited by a group of university students when solving a set of four mathematics and logical reasoning questions. The prize was conditional on answering all questions correctly and was randomly assigned within a group of 126 participants. We find that the incentive produced more cognitive effort but this did not translate into increased test-solving efficacy. We provide evidence suggesting that the absence of increased efficacy despite the greater input of cogniti...