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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.
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This content will become publicly available on March 28, 2027
Examining the role of personality traits and perceived need satisfaction in gamified learning
Grounded in self-determination theory, our study explored how personality traits interacted with perceived need satisfaction, influencing students’ enjoyment and future participation intention in a leaderboard-based gamified learning context. A sample of 109 undergraduate students participated in a leaderboard-based math activity and completed surveys measuring their personality traits, perceived need satisfaction, enjoyment, and intention for future participation. The results indicated that the trait of emotional stability was a crucial moderator of the relationships between perceived need satisfaction and enjoyment. Additionally, the trait of agreeableness moderated the relationship between perceived autonomy and future participation intention. The study contributes to a more comprehensive understanding of the underlying mechanism of leaderboards and highlights the importance of theory-based investigation into the influence of personality traits in gamified environments.
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- Award ID(s):
- 2142608
- PAR ID:
- 10694735
- Publisher / Repository:
- Knowledge Management & E-Learning An International Journal: https://www.kmel-journal.org/
- Date Published:
- Journal Name:
- Knowledge Management & E-Learning An International Journal
- ISSN:
- 2073-7904
- Page Range / eLocation ID:
- 234
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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