Understanding students’ perceived need satisfaction, enjoyment, and participation intention in a leaderboard-based math practice game

Understanding students’ perceived need satisfaction, enjoyment, and participation intention in a leaderboard-based math practice game

Understanding students’ perceived need satisfaction, enjoyment, and participation intention in a leaderboard-based math practice game

Fei Gao, Kimberly Cervello Rogers, Lan Li

Abstract

"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’ en-joyment 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."

Reference

Gao, F., Cervello Rogers, K., & Li, L. (2024). Understanding students’ perceived need satisfaction, enjoyment, and participation intention in a leaderboard-based math practice game. E-Learning and Digital Media. https://journals.sagepub.com/doi/abs/10.1177/20427530241251407

Keywords

Gamification, Leaderboard, Math Education