An Empirical Test of the Theory of Gamified Learning: The Effect of Leaderboards on Time-on-Task and Academic Performance. (December 2014)

• Record Type: Journal Article
• Authors: Landers, Richard N.; Landers, Amy K.
• Is Part Of: Simulation & gaming. Volume 45:Number 6(2014:Dec.)
• Page Start: 769
• Page End: 785
• Publication Date: 2014-12
• Subjects: attitudes -- behavior -- game attribute taxonomy -- game attributes -- game element taxonomy -- game elements -- gamification -- gamified learning -- learning -- learning outcomes -- mediation -- model -- moderation -- psychology -- serious games -- simulation/gaming -- taxonomy -- theory -- training; Social sciences -- Study and teaching -- Periodicals; Simulation methods -- Periodicals; Game theory -- Periodicals; Sciences sociales -- Étude et enseignement -- Périodiques; Simulation, Méthodes de -- Périodiques; Jeu de rôle -- Périodiques; Éducation; Jeu d'entreprise; Jeu de simulation; Méthode de simulation; Sciences sociales; Théorie des jeux; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 003.3
• DOI: 10.1177/1046878114563662
• Languages: English
• ISSNs: 1046-8781

Abstract

Background: The theory of gamified learning provides a theoretical framework to test theimpact ofgamification efforts upon learnerbehaviors andattitudes, as well as the effect of these behavioral and attitudinal changes on learning. It does so by providingmediating andmoderating processeslinking specificgame elements tolearning outcomes . Aim: This article links specific game elements common toleaderboards (conflict/challenge, rules/goals, and assessment) with a focallearner behavior, time-on-task, by exploring educational research oncompetition and psychological research ongoal-setting theory. Method: The mediating process of the theory of gamified learning is testedexperimentally by assigning learners completing an online wiki-based project to agamified version with a leaderboard or to acontrol version without a leaderboard . Leaderboard achievement was not tied to course grades. Results: Random assignment to leaderboards supported acausal effect . Students withleaderboards interacted with their project 29.61more times, on average, than those in a control condition.Bootstrapping was used to support the mediation of the effect of gamification on academic achievement by this amount of time. Conclusion: Themediating process of the theory of gamified instruction issupported .Leaderboards can be used toimprove courseperformance under certaincircumstances .