Gamifying academic achievement in mathematical physics through student feedback on leaderboard performance tracking
This study explores the impact of leaderboard systems on student motivation and personal growth within the context of mathematical physics education. While leaderboards are increasingly used in educational settings, their effects on student behavior, particularly in higher education and challenging...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:dnet:upcommonspor::e86a4355c28e7b0591c6cf08d91326e8 |
| Acceso en línea: | https://hdl.handle.net/2117/460499 https://dx.doi.org/10.3926/jotse.3321 |
| Access Level: | acceso abierto |
| Palabra clave: | Gamification Physics -- Study and teaching Academic achievement Higher education Leaderboard system Performance tracking Physics education Ludificació Física -- Ensenyament Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge actiu |
| Sumario: | This study explores the impact of leaderboard systems on student motivation and personal growth within the context of mathematical physics education. While leaderboards are increasingly used in educational settings, their effects on student behavior, particularly in higher education and challenging subjects like mathematical physics, remain underexplored. Existing research on gamification and educational technologies predominantly focuses on primary and secondary education, with limited attention given to higher education, particularly in the Philippines. To address this gap, the study examines the experiences of 45 students enrolled in a public higher education institution in Northern Mindanao, Philippines. Although the relatively small sample size limits the generalizability of the findings, it offers valuable contextual insights into how leaderboard systems function in a real classroom setting. An explanatory sequential mixed-methods approach was employed, combining quantitative data from students’ performance records and qualitative data from surveys. The findings revealed a positive correlation between leaderboard rankings and improved academic performance for higher-performing students, while lower-ranking students experienced decreased motivation. Further analysis using a heatmap showed varying motivation levels across subjects, with stronger engagement in the mathematical physics class. The boxplot analysis revealed that lower-ranked students exhibited greater variability in their quiz scores across the prelim to final terms, suggesting potential challenges in maintaining consistent academic performance. The study concludes that leaderboards can enhance student motivation, resilience, and personal growth, although their impact varies depending on individual perspectives and subject contexts. While leaderboards promote achievement and healthy competition, they can also induce stress for lower-ranking students. This research contributes to the understanding of gamified learning in higher education and provides insights for educators and policymakers on optimizing leaderboard systems to balance motivation with emotional well-being |
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