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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more » « lessFree, publicly-accessible full text available April 29, 2025
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This study reported the process of developing and evaluating a student-facing learning analytics dashboard (LAD) for an online STEM skill practice system from a user experience approach. A usability survey was administered to 19 LAD users to gather information on what the learners believed were the most important features and what needed to be done to further improve the design of the LAD. Our findings showed that the most important LAD feature to students was showing the accuracy level of their practice and providing the option to redo the practice. These findings informed the revisions of the preliminary design of the LAD and provided insights into future development of student-facing LADs in online learning environments.more » « lessFree, publicly-accessible full text available March 25, 2025
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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
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Despite the potential of learning analytics dashboards (LADs) to support learners’ needs for autonomy, little research has been conducted on designing LADs to support student autonomy. In this paper, we reported the process of designing a student-facing LAD that offers students’ autonomy support by providing necessary information for students to set their own goals and choose learning activities that are aligned with their goals. A leaderboard was also integrated into the LAD to promote student motivation. Reeves’s (2006) design-based research model was adopted to develop the LAD. The final version of the LAD was presented, and the significance of the work was discussed.more » « less
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