The higher the score, the higher the learning outcome? Heterogeneous impacts of leaderboards and choice within educational videogames

Interactive multimedia environments such as educational videogames offer great potential for learning in groups with multiple players. Multiplayer games might lead to competition among the learners which is frequently used to motivate them to play again. Additionally, competitive outcomes as discrepancies to a desired standard might differ between players and this type of feedback might influence learning. Therefore, the experiment seeks to investigate learning effects of different amounts of standard discrepancy and the choice to repeat levels. Standard discrepancy was operationalized by either showing a high learner score (low standard discrepancy) or a medium learner score (large standard discrepancy) at a leaderboard. Choice to repeat a level (possibility to repeat vs. no possibility to repeat) was manipulated by presenting or hiding a repeat button. An experiment was conducted with 85 students who played a jump-and-run game in order to learn facts about three allegorical paintings. Results revealed an effect of standard discrepancy on retention performance with higher scores for the high standard discrepancy condition. Choice did not influence learning outcomes, but improved motivational and emotional measures. Findings underpin the new role of leaderboards as feedback mechanisms.