Leaderboards or badges in two gamified forums: motivational and engagement differences

Abstract

This study investigates the isolated effects of two common gamification mechanics—badges and leaderboards—on student motivation and engagement in online forums, addressing a research gap where they are typically studied in combination. Using a quasi-experimental design with 42 master's students divided into a Group With Badges (GWB) and a Group With Leaderboards (GWL), the research assessed motivation and player profiles. The findings indicate that the GWL demonstrated significantly higher introjected regulation and relatedness, indicating that leaderboards foster a more competitive and social environment that helps sustain engagement over time, whereas badges boost initial participation that later declines. The study's originality lies in its direct, isolated comparison, advancing beyond prior research on combined mechanics. Its practical impact is to provide clear guidance for designing gamified learning: badges are effective for short-term activities, while leaderboards are better suited for maintaining participation and social connection in longer-term experiences.