Examining Effects of Different Leaderboards on Students' Learning Performance, Intrinsic Motivation, and Perception in Gamified Online Learning Setting

Abstract

This study examined the effects of an absolute and relative leaderboard on student learning performance and motivation in a fully online videoconferencing supported course. Results suggest that there was no statistically significant difference in student learning gain between the two leaderboard settings. There was also no significant difference in student intrinsic motivation. However, according to students' interviews and survey responses, most students preferred the relative to the absolute leaderboard. Students felt that the relative leaderboard imposed less peer pressure than the absolute leaderboard, and it helped them concentrate on setting their personal goals for the subsequent course activities. Students also preferred to see the top 5 peers listed publicly on the relative leaderboard to determine the performance gap distance concerning their performance and the highperformance peers.