The effect of leaderboard in different goal-setting levels

Chernbumroong, Suepphong; Sureephong, Pradorn; Muangmoon, Ob-orm

doi:10.1109/icdamt.2017.7904967

Cited by 20 publications

(6 citation statements)

References 13 publications

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“…KMO determines if the scale is factorable, and BT measures whether the variables are uncorrelated or not. Both the KMO 4 (KMO = 0.73) test and the BT 5 (χ² = 1030.35; p < 0.01) results indicate that the scale is factorable, and the variables are correlated. As mentioned in Tugsal's study [34], the loadings of 0.71 indicate excellent, 0.63 indicate very good, 0.55 good, and less than 0.45 should be interpreted poorly.…”

Section: ) Reliability Of the Translation Of Ums-3 And Construct Vali...mentioning

confidence: 95%

“…From the 40 experiments on gamification reviewed in their empirical study, Hamari et al [3] found that only 14 of them were positive in the aspect of performance and engagement. Chembumroong et al [4] reported that the results are not always the same even if the same gamification element is used, such as a leaderboard. They implemented three different leaderboard styles with different goal-setting levels to observe the effect of the design on user behavior change.…”

Section: Introductionmentioning

confidence: 99%

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Influence of Gamification Elements on Explicit Motive Dispositions

Durmaz¹,

Fuertes²,

Imbert³

2022

IEEE Access

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Explicit motive dispositions are the psychological needs that drive the behavior and play a predictive role in the selection of the achievement goal. In the presence of situational incentive cues, the variables of explicit motive dispositions may arouse/suppress. Similar to these incentive cues, gamification elements (such as leaderboards, points, badges, etc.) offer motivational affordances that either increase or decrease performance and engagement depending on the agent's perception. However, this similarity, and the effects of motivational affordances on the agent's explicit motive disposition and the selection of subsequent achievement goals, have not been thoroughly investigated. In this paper, the gamification elements (leaderboard and points) of the DRACO gamification system are redesigned to provoke explicit motive dispositions of the students. The results of the field study revealed that the experiment group had a significantly lower fear of failure and power motives (both hope and fear), fewer selections of performanceavoidance goals, and performed better based on theory exams and course grades compared to the control group. Consequently, it supports the hypothesis that gamification elements could provoke explicit motive dispositions and could affect the subsequent achievement goal selection, and the design of the gamification elements could be a determinant factor in this behavior change. Furthermore, this study contributes to a systematic Spanish translation of the UMS-3 questionnaire.

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Section: ) Reliability Of the Translation Of Ums-3 And Construct Vali...mentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Influence of Gamification Elements on Explicit Motive Dispositions

Durmaz¹,

Fuertes²,

Imbert³

2022

IEEE Access

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show abstract

“…For example, Suepphong et al (2017) implemented leaderboard in the context of online learning to motivate learners to attend the platform. Ranking in leaderboard is perceived as a social reward when the learner performs well [19]. Added game elements in MOOCs such as points, badges, or trophy is also a popular concept that fostered learners' motivation by offering non-physical rewards [20].…”

Section: Types Of Non-monetary Rewardsmentioning

confidence: 99%

The Effect of Non-Monetary Rewards on Employee Performance in Massive Open Online Courses

Sureephong

Dahlan

Chernbumroong

et al. 2020

Int. J. Emerg. Technol. Learn.

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A challenge for organizations is to increase employee performance and motivation, since the most crucial asset of every organization is manpower. Many companies and factories have started implementing online training platforms under the concept of “Massive Open Online Courses (MOOCs)” in their workplace to foster employee performance. Previously, the mobile application called “HSC MOOC” which is provided by the Halal Science Center, Chulalongkorn Univer-sity, Thailand functioned as a solution that encourages self-learning on online platforms at companies in Thailand. However, the main barrier or risk that occurs when implementing an online platform is the user’s motivation, since the dropout rate is considered as a serious issue regarding MOOCs. Thus, incentive and re-ward were added to online training programs which aimed to motivate employees. Many types of rewards were provided for employees who had met their own company’s expectations. Recently, psychology research papers have illustrated that non-monetary rewards seem to provide greater results on the side of employee’s motivation. However, not all types of non-monetary rewards provide positive impact on employee’s motivation. Therefore, the aim of this research is to present the effect of different non-monetary rewards on employee performance. Ninety volunteer employees from a food manufacturing company in Chiang Mai, Thailand participated in this research. The experiment was divided into two sections. The first section aimed to measure the motivation of employees which based on different non-monetary rewards. The questionnaire for measuring Valence, Instrumentality, and Expectancy variables (VIE theory) was deployed to test employee motivation in 3 different groups; “Tangible Non-Monetary Re-wards”, “Social Non-Monetary Rewards” and “Job Related Non-Monetary Re-wards”. The test consisted of 10 items using a 5-point Likert scale. The second experiment aimed to reveal which type of non-monetary reward is the most suitable for motivating employees in participating and completing the course in MOOCs. Participants in different groups were assigned to learn via MOOCs on their mobile device within a period of 30 days. Different types of non-monetary rewards were provided only for participants who had completed certain conditions in MOOCs. The overall results showed that the group of tangible non-monetary rewards reached the significant highest score on the VIE questionnaire and over 60% of participants exposed to tangible non-monetary rewards completed the course’s conditions in MOOCs.

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“…A leaderboard is one of the most widely used game elements and can often be used as an instrument for measuring the rate of skill acquisition and performance of users. As important as leaderboards are, they are not always the yardstick of success as not all users find them influential [27]. Examining the effect of a leaderboard is not the goal of this paper and it is only adopted because of its popularity.…”

Section: Features Of Proposed Systemmentioning

confidence: 99%

A Gamified Approach to Improving Student’s Participation in Farm Practice – A Case Study of Landmark University

Omotosho¹,

Tyoden²,

Ayegba³

et al. 2019

Int. J. Interact. Mob. Technol.

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The importance of students’ involvement in classroom and non-classroom university courses cannot be overemphasized in the process of learning. But, students for several reasons must be motivated to enhance their continuous participation, especially in non-classroom courses. Landmark University is an agrarian-based institution and students are expected to actively take part in at least one agricultural course irrespective of their specializations. Students commitments to Farm Practice courses are core to graduation despite many students not meeting the expected level of dedication early. Gamification is the process of using game strategies and techniques to actively engage and motivate audiences and to solve problems. Using a database of agricultural resources from Landmark University Teaching and Research Farm, a prototype for a gamified mobile app for engaging students in Farm Practice is developed. Game features such as point, leaderboard, and scoresheet were embedded. The application performance was evaluated by a total of fifty students and 70% of the students claimed that their interests in Farm Practice were positively affected after using the app for the first time.

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The effect of leaderboard in different goal-setting levels

Cited by 20 publications

References 13 publications

Influence of Gamification Elements on Explicit Motive Dispositions

Influence of Gamification Elements on Explicit Motive Dispositions

The Effect of Non-Monetary Rewards on Employee Performance in Massive Open Online Courses

A Gamified Approach to Improving Student’s Participation in Farm Practice – A Case Study of Landmark University

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