Publication Date

12-2025

Date of Final Oral Examination (Defense)

10-20-2025

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Educational Technology

Department

Educational Technology

Supervisory Committee Chair

YoungKyun Baek, Ph.D.

Supervisory Committee Member

Jui-Long Hung, Ed.D.

Supervisory Committee Member

Dazhi Yang, Ph.D.

Abstract

Traditional teacher-led instructional methods are increasingly disconnected with the learning preferences of students raised in digital environments. These learners often require information to be delivered more rapidly and engagingly, prompting educators to incorporate strategies such as gamification to maintain student motivation and interest. Gamification, which involves integrating game design elements into non-game settings, has been shown to enhance engagement. A common feature of gamification is the use of leaderboards, which are visual displays that show individual and peer performance rankings. While leaderboards can foster motivation through competition, their effect on student morale and achievement outcomes is mixed. The purpose of this study is to examine the impact of leaderboards on 5th and 6th grade students’ motivation and academic achievement in mathematics. The findings aim to inform educators about the effectiveness of the use of a leaderboard to encourage meaningful learning experiences in the elementary classroom.

This embedded mixed methods study examines the effects of leaderboards on motivation and achievement in math in 5th and 6th grade students’ classrooms. Participants in the study were sixty-nine 5th and 6th grade students in an elementary school in Gilbert, AZ. This study employed an embedded mixed methods design, with qualitative data serving as the primary focus for the students’ response to the leaderboard intervention, while quantitative data was embedded to support the analysis and assess changes in math achievement.

Focus group interviews showed strong themes of improved motivation, more social interaction, and greater engagement. While the quantitative results from test scores and the Situational Motivation Scale (SIMS) did not show statistically significant changes, the experimental group showed slightly higher improvements than the control group in both areas. These small increases in the data support the strong positive feedback from students, suggesting the intervention had a meaningful impact on their motivation.

DOI

https://doi.org/10.18122/td.2437.boisestate

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