Gamification through leaderboards: An empirical study in engineering education

被引：75
作者：
Ortiz-Rojas, Margarita [1 ,2 ]
Chiluiza, Katherine [3 ]
Valcke, Martin [1 ]
机构：
[1] Univ Ghent, Dept Educ Studies, Ghent, Belgium
[2] ESPOL, Ctr Informat Technol, Campus Gustavo Galindo,Km 30-5 Via Perimetral, Guayaquil, Ecuador
[3] ESPOL, Fac Elect & Comp Engn, Campus Gustavo Galindo,Km 30-5 Via Perimetral, Guayaquil, Ecuador
来源：
COMPUTER APPLICATIONS IN ENGINEERING EDUCATION | 2019年 / 27卷 / 04期
关键词：
gamification; intrinsic motivation (IM); leaderboards; learning performance (LP); STEM; SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; PERFORMANCE; CLASSROOM; EFFICACY; ELEMENTS; TASK; SIZE;
D O I：
10.1002/cae.12116
中图分类号：
TP39 [计算机的应用];
学科分类号：
081203 ; 0835 ;
摘要：
Universities are looking for solutions to engage more students in STEM domains and enhance their learning performance (LP). In this context, gamification is put forward as a solution to achieve this aim. The present study examined the effect of gamification - building on leaderboards - on LP. Furthermore, mediating variables, such as intrinsic motivation, self-efficacy, engagement, and background variables, such as sex, previous gaming experience, and undergraduate major, were considered. A pretest-posttest quasi-experimental design with an experimental and a control condition was set up (n = 89) in an Introductory Computer Programming course. We observed a significant improvement in the LP of students in the gamified condition. However, no interaction effect was detected, due to mediating and background variables. The high learning gain is a favorable indicator that gamification might be a promising approach to promote STEM programs.
引用
收藏
页码：777 / 788
页数：12
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