Though many studies suggest the positive effects of leaderboard on participants’ learning and motivation, research also shows that not all students benefit from the use of leaderboard. Based on self-determination theory (SDT), this study examined how students’ actual competence, perceived competence, perceived autonomy, and perceived relatedness affected students’ enjoyment and intention for future participation in a leaderboard-based math practice game. The results showed that both perceived competence and perceived autonomy were closely related to students’ enjoyment and intention for future participation, while students’ actual competence and perceived relatedness were not related to their enjoyment or intention for future participation in such leaderboard-based math practice games. The findings of the study offer valuable insights and recommendations for both gamification research and practice.
Students’ needs satisfaction in a gamified math practice
Though many studies suggest the positive effects of gamification on participants’ learning and motivation, limited research has examined the basic psychological needs satisfaction in gamified learning. Based on self-determination theory (SDT), this study examined students’ actual competence, perceived competence, perceived autonomy, and perceived relatedness in a gamified math practice. The results showed that students had varied degree of needs satisfaction in perceived competence, perceived autonomy, and perceived relatedness. The implications and significance of the study provide practical teaching implementation suggestions and research insights for gamification research.
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- Award ID(s):
- 2142608
- PAR ID:
- 10410064
- Editor(s):
- E. Langran, P. Christensen
- Date Published:
- Journal Name:
- Proceedings of Society for Information Technology & Teacher Education International Conference
- Page Range / eLocation ID:
- 1654-1656
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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