skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • NSF Public Access
  • Search Results
  • Understanding students’ perceived need satisfaction, enjoyment, and participation intention in a leaderboard-based math practice game
Title: Understanding students’ perceived need satisfaction, enjoyment, and participation intention in a leaderboard-based math practice game
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.  more » « less
Award ID(s):
2142608 2225351
PAR ID:
10510520
Author(s) / Creator(s):
; ;
Publisher / Repository:
Sage
Date Published:
Journal Name:
E-Learning and Digital Media
ISSN:
2042-7530
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; (, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Samuel; Katz, Brian; Moore-Russo, Deborah (Ed.)
    One of the most used game design elements in gamification design is leaderboard, a scoreboard showing participants’ current scores and rankings. Though many studies suggest the positive effects of leaderboard on participants’ learning and motivation (Kalogiannakis, Papadakis, & Zourmpakis, 2021), research also shows that not all students benefit from the use of leaderboard (Andrade, Mizoguchi, & Isotani, 2016; Nicholson, 2013). Based on self-determination theory (SDT) (Ryan & Deci, 2017), we designed a study where undergraduate math students completed a leaderboard-based review, and addressed two questions: (RQ1) How are students’ perceived autonomy and competence associated with their enjoyment and intention of continued participation? (RQ2) How is student actual competence associated with their enjoyment and intention of continued participation? 
    more » « less
  2. ; ; (, Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, Samuel; Katz, Brian; Moore-Russo, Deborah (Ed.)
    One of the most used game design elements in gamification design is leaderboard, a scoreboard showing participants’ current scores and rankings. Though many studies suggest the positive effects of leaderboard on participants’ learning and motivation (Kalogiannakis, Papadakis, & Zourmpakis, 2021), research also shows that not all students benefit from the use of leaderboard (Andrade, Mizoguchi, & Isotani, 2016; Nicholson, 2013). Based on self-determination theory (SDT) (Ryan & Deci, 2017), we designed a study where undergraduate math students completed a leaderboard-based review, and addressed two questions: (RQ1) How are students’ perceived autonomy and competence associated with their enjoyment and intention of continued participation? (RQ2) How is student actual competence associated with their enjoyment and intention of continued participation? 
    more » « less
  3. ; ; ; (, Proceedings of Society for Information Technology & Teacher Education International Conference)
    E. Langran, P. Christensen (Ed.)
    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. 
    more » « less
  4. ; ; ; ; ; (, Prcoeedings of the 2023 Annual Meeting of the International Society of the Learning Sciences)
    Math walks are informal learning activities where students create mathematical meaning from their everyday surroundings. In this qualitative study, we observed 5th–8th-grade students (N = 52) across three urban informal learning sites (a community center, a zoo, and an aviation museum) as they created their own math walks exploring geometric concepts. In a post-survey questionnaire, students described their attitudes toward math using affective language motivated by three psychological factors: autonomy, competence, and relatedness. Implications for informal math learning are discussed. 
    more » « less
  5. ; ; (, IJREE – International Journal for Research on Extended Education)
    Scholars have increasingly argued that we need to attend to adolescents’ race, ethnicity, and culture in after-school activities to ensure positive effects. Still, little is known about adolescents’ perceptions of culturally responsive practices in after-school activities (i. e., the use of diverse teaching practices, cultural engagement, and affirming diverse language preferences), including whether they are stable over time and beneficial to Latine adolescents, who are minoritized in U.S. society. Theoretically, culturally responsive practices are expected to help after-school activities meet adolescents’ three basic needs as conceptualized by self-determination theory: autonomy, competence, and relatedness. Findings based on 134 Latine adolescents (53% girls, Mage =11.74 years) participating in an afterschool math enrichment activity suggest adolescents’ perceptions of culturally responsive practices in the activity were moderately stable from winter to spring. There were no significant differences in adolescents’ perceptions of culturally responsive practices based on gender or preferred language (i. e., English or Spanish), and significant positive associations emerged between adolescents’ perceptions of diverse teaching practices and their feelings of autonomy, competence, and relatedness. This study offers insights for future theory development in the after-school field, particularly in the context of program quality, culturally responsive practices, and their implications for adolescent development and well-being. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email