The Role of Personality Traits in Leaderboard-Based Gamified Learning (Poster 12)

• In Event: AERA Poster Session Wednesday 10:50 a.m.
  In Poster Session: Motivation and Belonging in Mathematics Education

Abstract

Grounded in self-determination theory, our study explored how personality traits interacted with perceived need satisfaction, influencing students’ enjoyment and future participation intention in a leaderboard-based gamified learning context. A sample of 109 undergraduate students participated in a leaderboard-based math activity and completed surveys measuring their personality traits, perceived need satisfaction, enjoyment, and intention for future participation. The results indicated that the trait of emotional stability moderated the relationships between perceived need satisfaction and enjoyment. Additionally, the trait of agreeableness moderated the relationship between perceived autonomy and future participation intention. The study contributes to a more comprehensive understanding of the underlying mechanism of leaderboards and highlights the importance of theory-based investigation into the influence of personality traits in gamified environments.

Authors

• Fei Gao, Bowling Green State University

• Jin Liu, University of Texas - Arlington

• Kimberly Cervello Rogers, Bowling Green State University

• Rong Liu, University of Toledo