University of Twente Student Theses
Student learning in a leaderboard gamified micro-lecture : an experimental study on the roles of achievement motivation and perceived leaderboard difficulty
Liimatta, P.O.P. (2023) Student learning in a leaderboard gamified micro-lecture : an experimental study on the roles of achievement motivation and perceived leaderboard difficulty.
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| Abstract: | Within educational gamification literature, there are calls for further systematic trait-based research on gamification elements. Leaderboard gamification is a prominent gamification element within the literature, and it is a promising method for enhancing student engagement and learning. Following the integrated model of leaderboards’ effect on learning, the leaderboard has its effect on learning through mediators, such as emotions and motivation, which in turn are influenced by moderators, such as the individual characteristics of learners and the design characteristics of the leaderboard. Given this framework, the present study developed an experiment to investigate the effects of a leaderboard gamified micro-lecture on students’ emotions, attentional video engagement, and learning performance. The roles of perceived leaderboard difficulty and students’ achievement motivation were also explored. The present study applied a pre–test–intervention–post–test experimental survey design. A final sample of 127 university students were recruited (99 females [78%]; Mage = 20.46, SD = 2.13). The results from the moderated-mediation models (PROCESS macro), confirmed that a leaderboard gamified micro-lecture is more beneficial for learning performance (domain knowledge post-test performance) than a non-gamified micro-lecture (b = 0.91, p = 0.01). Against expectations, only negative emotions seemed to be predicted by condition (b = -1.87, p = 0.05); while in turn, negative emotions predicted learning performance, but only when moderated by high achievement motivation (b = 0.08, p = 0.05). The effect of perceived leaderboard difficulty was also confirmed, but only when moderated by high achievement motivation (b = 1.51, p = 0.05). In conclusion, leaderboards can be applied to gamify a micro-lecture to enhance the learning performance of all students, while higher difficulty leaderboards can benefit the learning of a part of the student population. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 77 psychology, 81 education, teaching |
| Programme: | Psychology MSc (66604) |
| Link to this item: | https://purl.utwente.nl/essays/94818 |
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