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Gamification of task performance with leaderboards: A goal setting experiment
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“Such design decisions can lead to variance in the effect sizes of certain game design elements as shown in the context of leaderboards (Landers et al. 2017) and in the context of achievements, showing that effectivity of achievements strongly depends on the design (i.e., the quantity and difficulty of achievements; Groening and Binnewies 2019).”
From The gamification of learning: a meta-analysis (2020) · cites this paper as Landers et al. 2017
In the citing paper
“Landers et al. (2017) showed how leaderbords that are implemented to foster competition can be interpreted as goals, suggesting that leaderbords with easy goals would likely be less effective than leaderboards with difficult goals.”
From The gamification of learning: a meta-analysis (2020) · cites this paper as Landers et al. 2017
In the citing paper
“This is the idea behind using game design elements such as likes, badges, skill levels, and leaderboards to increase learning in online courses, exercise on e-health platforms, or performance in standard organizational tasks (Denny, McDonald, Empson, Kelly, & Petersen, 2018;Koivisto & Hamari, 2019;Landers, Bauer, & Callan, 2017).”
From Relative Feedback Increases Disparities in Effort and Performance in Crowdsourcing Contests: Evidence from a Quasi-Experiment on Topcoder (2022) · cites this paper as Landers, Bauer, & Callan, 2017
In the citing paper
“This finding is supported by studies exploring gamification of tasks, where the use of game design elements (eg, points and scoreboards) can improve motivation [47,48].”
From Wearable technology for high-frequency cognitive and mood assessment in major depressive disorder: longitudinal observational study (2019) · cites this paper as [47]
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Background
Cited by
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The Rise of Motivational Information Systems: A Review of Gamification Research
Koivisto, J., & Hamari, J. (2017) · International Journal of Information Management · doi:10.1016/j.ijinfomgt.2018.10.013 · Cited by 2,229
“, 2013), hence they differ in their attainability and goal seeking outcomes (Freund et al., 2010; Hackel, Jones, Carbonneau, & Mueller, 2016; Landers et al., 2015; Lunenburg, 2011; Mann et al., 2013).”
BackgroundThe gamification of learning: a meta-analysis
Sailer, M., & Homner, L. (2020) · Educational Psychology Review · doi:10.1007/s10648-019-09498-w · Cited by 2,594
“In general, they focus on game fiction, which is defined as the inclusion of a fictional game world or story (Armstrong and Landers 2017).”
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The maturing of gamification research
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Does gamification affect brand engagement and equity? A study in online brand communities
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Huang, B., Hew, K. F., & Lo, C. K. (2019) · Interactive Learning Environments · doi:10.1080/10494820.2018.1495653 · Cited by 406
“A recent study by Landers et al. (2017) showed that participants using a leaderboard signi fi cantly outperformed other participants in the do-your-best and easy goal conditions (the task in question involved participants listing as many uses as possible for a knife).”
BackgroundInfluentialGamification in the classroom: Examining the impact of gamified quizzes on student learning
Sanchez, D. R., Langer, M., & Kaur, R. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.103666 · Cited by 397
Huang, B., & Hew, K. F. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.06.018 · Cited by 333
“Landers et al. (2017) reported that when leaderboards were used to set up goals and provide feedback, learners were motivated to produce more opinions than the do-your-best and easy goal conditions.”
MethodBehl, A., Jayawardena, N. S., Pereira, V. E., Islam, N., Giudice, M. D., & Choudrie, J. (2021) · Technological Forecasting and Social Change · doi:10.1016/j.techfore.2021.121445 · Cited by 307
Gamification in Action: Theoretical and Practical Considerations for Medical Educators
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Gamification and serious games: A literature meta-analysis and integrative model
Baptista, G., & Oliveira, T. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.11.030 · Cited by 301
Adaptive Gamification for Learning Environments
Lavoué, É., Monterrat, B., Desmarais, M. C., & George, S. (2018) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2018.2823710 · Cited by 236
Morschheuser, B., Hamari, J., & Maedche, A. (2018) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2018.10.001 · Cited by 256
Gamification and online impulse buying: The moderating effect of gender and age
Zhang, L., Shao, Z., Li, X., & Feng, Y. (2020) · International Journal of Information Management · doi:10.1016/j.ijinfomgt.2020.102267 · Cited by 261
Feng, Y., Ye, H. J., Yu, Y., Yang, C., & Cui, T. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.12.018 · Cited by 235
Effects of Gamification on Behavioral Change in Education: A Meta-Analysis
Kim, J.-H., & Castelli, D. M. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18073550 · Cited by 203
“(2015) [39] 33 49 Adult Hours Test score Leaderboard, points, Brainstorming”
BackgroundGamification of employee training and development
Armstrong, M. B., & Landers, R. N. (2018) · International Journal of Training and Development · doi:10.1111/ijtd.12124 · Cited by 201
Self-citationThe Effects of Gamification in Online Learning Environments: A Systematic Literature Review
Antonaci, A., Klemke, R., & Specht, M. M. (2019) · Informatics · doi:10.3390/informatics6030032 · Cited by 237
“Furthermore, the game element points/scores/ranking enhanced the level of users’ engagement so much that they were stimulated to undertake challenging tasks and target “top or near-top goals” in terms of difficulties [74].”
BackgroundInfluentialUncovering the dark side of gamification at work: Impacts on engagement and well-being
Hammedi, W., Leclercq, T., Poncin, I., & Alkire, L. (2020) · Journal of Business Research · doi:10.1016/j.jbusres.2020.08.032 · Cited by 213
“However, service providers in contexts such as education (e.g., Domínguez et al., 2013), HR management (e.g., Landers et al., 2017), or healthcare (e.g., Hammedi et al., 2017) may gamify their services, while their audience may not be particularly motivated to play the game.”
BackgroundGamification for educational purposes: What are the factors contributing to varied effectiveness?
Luo, Z. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10642-9 · Cited by 186
“…Bustillo et al., 2017; Hakulinen et al., 2013; Hakulinen et al., 2015; Hamari, 2017; Kyewski & Krämer, 2018; Sailer et al., 2017), leaderboard (Landers et al., 2017; Pedersen et al., 2017; Sailer et al., 2017), performance graphs (Sailer et al., 2017), and the combination of points, badges…”
BackgroundClickers in the flipped classroom: bring your own device (BYOD) to promote student learning
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Gamification through leaderboards: An empirical study in engineering education
Ortíz-Rojas, M., Chiluiza, K., & Valcke, M. (2019) · Computer Applications in Engineering Education · doi:10.1002/cae.12116 · Cited by 175
“Available studies have implemented absolute [23] and relative leaderboards [24] with positive results.”
BackgroundFactors to Consider for Tailored Gamification
Hallifax, S., Serna, A., Marty, J.-C., Lavoué, G., & Lavoué, É. (2019) · Annual Symposium on Computer-Human Interaction in Play · doi:10.1145/3311350.3347167 · Cited by 159
“The studies in [15, 45] also show that External Goals are effective means for user performance and motivation.”
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Enhancing Student Motivation and Engagement through a Gamified Learning Environment
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“[32] concluded that leaderboards were successful in motivating participants to performance levels similar to that of difficult and impossible goal-setting.”
ResultUsing gamification to support learning in K‐12 education: A systematic literature review
Dehghanzadeh, H., Farrokhnia, M., Dehghanzadeh, H., Taghipour, K., & Noroozi, O. (2023) · British Journal of Educational Technology · doi:10.1111/bjet.13335 · Cited by 224
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Gamification in EFL/ESL instruction: A systematic review of empirical research
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“Gamification is also defined as the application of game design elements like points, leaderboards, and badges in a non-game context, to provide a game-like learning experience (Landers et al., 2017).”
BackgroundGame on! A state-of-the-art overview of doing business with gamification
Sharma, W., Lim, W. M., Kumar, S., Verma, A., & Kumra, R. (2023) · Technological Forecasting and Social Change · doi:10.1016/j.techfore.2023.122988 · Cited by 161
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“One further intrinsic variable that influences motivation, engagement and behavioral change is purpose (Pink, 2009) as an expression of goal setting (Jung et al., 2010; Landers, Bauer, & Callan, 2015; Landers & Callan, 2011; Latham, 2003; Locke & Latham, 2002).”
BackgroundA systematic evaluation of game elements effects on students’ motivation
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Gamification for behavior change: A scientometric review
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Opening the black box of gameful experience: Implications for gamification process design
Leclercq, T., Poncin, I., & Hammedi, W. (2019) · Journal of Retailing and Consumer Services · doi:10.1016/j.jretconser.2019.07.007 · Cited by 105
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Adaptation of Gaming Features for Motivating Learners
Monterrat, B., Lavoué, É., & George, S. (2017) · Simulation & Gaming · doi:10.1177/1046878117712632 · Cited by 88
Understanding the dark side of gamification health management: A stress perspective
Yang, H., & Li, D. (2021) · Information Processing & Management · doi:10.1016/j.ipm.2021.102649 · Cited by 87
Effectiveness of Gamification Elements in Blended Learning Environments
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A Theory of Gamification Principles Through Goal-Setting Theory
Tondello, G. F., Premsukh, H., & Nacke, L. E. (2018) · Hawaii International Conference on System Sciences (HICSS) · doi:10.24251/hicss.2018.140 · Cited by 84
“Nevertheless, little conceptual or empirical research is available that explores the use of gamification as a goal-setting intervention [20].”
BackgroundGamification in medical education: identifying and prioritizing key elements through Delphi method
Wang, Y.-F., Hsu, Y.-F., Fang, K., & Kuo, L. (2024) · Medical Education Online · doi:10.1080/10872981.2024.2302231 · Cited by 119
“The effects of gamification elements on learning are illustrated by both extrinsic motivation and intrinsic motivation [12], supported by the operant conditioning theory [3], the expectancy-based theories, the self-regulation [13], and the self-determination theories [8,14].”
Cormack, F., McCue, M., Taptiklis, N., Skirrow, C., Glazer, E., Panagopoulos, E., van Schaik, T. A., Fehnert, B., King, J., & Barnett, J. H. (2019) · JMIR Mental Health · doi:10.2196/12814 · Cited by 79
“This finding is supported by studies exploring gamification of tasks, where the use of game design elements (eg, points and scoreboards) can improve motivation [47,48].”
Key Elements of mHealth Interventions to Successfully Increase Physical Activity: Meta-Regression
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“These favorable ratings could be interpreted as the leaderboard’s ability to provide clear goals to students and motivate them extrinsically to be at higher ranks in the leaderboards, in addition to providing feedback about their status among others (Landers et al., 2015).”
BackgroundMethodInfluentialIndividualizing gamified systems: The role of trait competitiveness and leaderboard design
Höllig, C. E., Tumasjan, A., & Welpe, I. M. (2018) · Journal of Business Research · doi:10.1016/j.jbusres.2018.10.046 · Cited by 81
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“Still, there are at present only very few experimental studies (Christy & Fox, 2014; Huschens et al., 2019; Landers et al., 2017; Sailer, Hense, Mayr, et al., 2017) that consider the effects of individual game design elements.”
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Festival gamification: Conceptualization and scale development
Liu, C., Wang, Y., Huang, W., & Tang, W.-C. (2019) · Tourism Management · doi:10.1016/j.tourman.2019.04.005 · Cited by 77
Validation of User Preferences and Effects of Personalized Gamification on Task Performance
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Having some fun with it: A theoretical review and typology of activity‐based play‐at‐work
Celestine, N. A., & Yeo, G. (2020) · Journal of Organizational Behavior · doi:10.1002/job.2444 · Cited by 69
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Effective Online Engagement Strategies Through Gamification
Jayawardena, N. S., Ross, M., Quach, S., Behl, A., Gupta, M., & Lăng, L. Đ. (2021) · Journal of Global Information Management · doi:10.4018/jgim.290370 · Cited by 64
“The most frequently mentioned game dynamics in the gamification literature include rewards, competition, self-expression, and kindness (Jo, Jun, & Lim, 2018; Kaufmann, 2018; Landers, Bauer, & Callan, 2017; Mullins & Sabherwal, 2020; Park, Liu, Mun, & Santhanam, 2019; Santhanam et al., 2016).”
BackgroundInfluentialStudents' Acceptance of Gamification in Higher Education
Chung, C., Shen, C.-Y., & Qiu, Y.-Z. (2019) · International Journal of Game-Based Learning · doi:10.4018/ijgbl.2019040101 · Cited by 64
Thomas, N. J., & Baral, R. (2022) · The International Journal of Management Education · doi:10.1016/j.ijme.2022.100718 · Cited by 75
Why to gamify performance management? Consequences of user engagement in gamification
Bizzi, L. (2023) · Information & Management · doi:10.1016/j.im.2023.103762 · Cited by 75
Internet-of-Gamification: A Review of Literature on IoT-enabled Gamification for User Engagement
Xiao, R., Wu, Z., & Hamari, J. (2021) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2021.1990517 · Cited by 60
“(4) Enhance users’ performance by correctly setting goals, subgoals, and difficulties (Hamari, 2017; Landers et al., 2017).”
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Howard, M. C., & Davis, M. M. (2022) · Computers in Human Behavior · doi:10.1016/j.chb.2022.107197 · Cited by 58
“Instant feedback is also an important aspect of many important elements of gamified programs, such as score and leaderboards (Jahn et al., 2021; Landers et al., 2017; Moro et al., 2019).”
BackgroundQiao, M. S., Chu, S. K. W., Shen, X., & Yeung, S. S. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12684 · Cited by 79
David, L., & Weinstein, N. (2023) · European Journal of Psychology of Education · doi:10.1007/s10212-023-00734-0 · Cited by 125
“Other studies have also indicated positive outcomes (Bai et al., 2021; Christy & Fox, 2014; David & Weinstein, 2023; Landers et al., 2017; Landers & Landers, 2014; Pettit et al., 2015).”
Gamification for HRD: Systematic Review and Future Research Directions
Thomas, N. J., Baral, R., & Crocco, O. S. (2022) · Human Resource Development Review · doi:10.1177/15344843221074859 · Cited by 54
Designing Cooperative Gamification
Morschheuser, B., Maedche, A., & Walter, D. (2017) · ACM Conference on Computer Supported Cooperative Work (CSCW) · doi:10.1145/2998181.2998272 · Cited by 60
An interdisciplinary perspective on gamification: Mechanics, psychological mediators and outcomes
Helmefalk, M. (2019) · International Journal of Serious Games · doi:10.17083/ijsg.v6i1.262 · Cited by 56
“These are points, badges and leaderboards, and are in the majority of studies used as a starting point for inquiring into the effects on users [19, 109].”
BackgroundTrang, S. T.-N., & Weiger, W. H. (2020) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106644 · Cited by 61
Esmaeilzadeh, P. (2021) · JMIR Serious Games · doi:10.2196/28282 · Cited by 55
“Users understand what constitutes their position on the leaderboard and what actions could be taken to raise the leaderboard compared with their peers [26].”
BackgroundReyssier, S., Hallifax, S., Serna, A., Marty, J.-C., Simonian, S., & Lavoue, E. (2022) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2022.3153239 · Cited by 48
“These studies did not consider the individual characteristics of learners, which can account for the different and sometimes contradictory impacts of gamification observed on learner motivation and engagement [13]–[14].”
Coelho, F., Rando, B., Aparício, D., Ribeiro, P. C. P. S. V., Gonçalves, D. J. V., & Abreu, A. M. (2025) · Journal of Computers in Education · doi:10.1007/s40692-025-00366-x · Cited by 88
“Leaderboards showed a strong impact in a brainstorming task, working as a goal-setting tool that boosted idea generation and performance (Landers et al., 2017a, 2017b), and outperformed game elements of cooperation and badges in boosting learning performance (Puritat, 2019).”
Albertazzi, D., Ferreira, M. G. G., & Forcellini, F. A. (2018) · Technology Knowledge and Learning · doi:10.1007/s10758-018-9374-z · Cited by 58
Wiecek, E., Torres-Robles, A., Cutler, R. L., Benrimoj, S. I., & García‐Cárdenas, V. (2020) · Journal of Medical Internet Research · doi:10.2196/17834 · Cited by 53
Online Versus Offline Perspectives on Gamified Learning
MacNamara, D., & Murphy, L. (2017) · TRAP@NCI (National College of Ireland) · Cited by 47
Mitigating the Adverse Effect of Monetary Incentives on Voluntary Contributions Online
Qiao, D., Lee, S., Whinston, A. B., & Wei, Q. (2021) · Journal of Management Information Systems · doi:10.1080/07421222.2021.1870385 · Cited by 44
“The motivational effects of challenge-seeking are also found in the design of videogames [49], educational materials [48], and gamification tasks [39].”
BackgroundRajani, N. B., Mastellos, N., & Filippidis, F. T. (2021) · JMIR Serious Games · doi:10.2196/27290 · Cited by 59
“Similarly, goal-setting theory, another prominent theory of motivation, has been associated with gamification; for example, elements such as leaderboards and levels provide individuals with smaller, more immediate goals that can improve task performance and, in turn, increase one’s confidence in their ability to compl…”
BackgroundBehl, A., Sampat, B. H., Gaur, J., Pereira, V. E., Laker, B., Shankar, A., Shi, Y., & Roohanifar, M. (2023) · Technovation · doi:10.1016/j.technovation.2023.102915 · Cited by 48
Lavoué, É., Ju, Q., Hallifax, S., & Serna, A. (2021) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2021.102670 · Cited by 47
“In line with these results, Landers et al. [18] showed that the engagement of learners achieving learning goals was the same with and without the presence of a leaderboard.”
Exploring the relationships between gamification and motivational needs in technology design
Tang, J., & Zhang, P. (2018) · International Journal of Crowd Science · doi:10.1108/ijcs-09-2018-0025 · Cited by 44
Desain Pembelajaran Matematika Berbasis Gamifikasi untuk Meningkatkan Minat Belajar Siswa
Permata, C. A. M., & Kristanto, Y. D. (2020) · JNPM (Jurnal Nasional Pendidikan Matematika) · doi:10.33603/jnpm.v4i2.3877 · Cited by 43
The Rise of Motivational Information Systems: A Review of Gamification ResearchPreprint
Koivisto, J., & Hamari, J. (2017) · SSRN Electronic Journal · doi:10.2139/ssrn.3226221 · Cited by 43
Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review
Al-Hafdi, F. S., & Alhalafawy, W. S. (2024) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v18i07.45335 · Cited by 69
Exploring Learners Experience of Gamified Practicing: For Learning or for Fun?
Dicheva, D., Irwin, K., & Dichev, C. (2019) · International Journal of Serious Games · doi:10.17083/ijsg.v6i3.299 · Cited by 46
“The combination of goals and feedback has been shown to positively impact performance [35, 36].”
Backgroundda Silva, J. N., Castro, G. D. L., Leite, A. J. M., Monteiro, A. J., & Alexandre, F. S. O. (2022) · Journal of Chemical Education · doi:10.1021/acs.jchemed.1c00766 · Cited by 42
Gamification Aspects of Fitness Apps: Implications of mHealth for Physical Activities
Kim, H.-M., Cho, I., & Kim, M. (2022) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2022.2073322 · Cited by 40
“…common gamification elements used in previous empirical studies were self-monitoring (Edwards et al., 2016; Munson & Consolvo, 2012), goal-setting (Landers et al., 2017; Munson & Consolvo, 2012), social facilitation (Hamari & Koivisto, 2015a, 2015b; Raman, 2021; Xi & Hamari, 2019), and rewards…”
BackgroundKim, C. G., Costello, F. J., & Lee, K. C. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01664 · Cited by 45
Qiao, M. S., Yeung, S. S., Shen, X., & Chu, S. K. W. (2022) · British Journal of Educational Technology · doi:10.1111/bjet.13178 · Cited by 57
Correcting Misconceptions About Gamification of Assessment: More Than SJTs and Badges
Armstrong, M. B., Ferrell, J. Z., Collmus, A. B., & Landers, R. N. (2016) · Industrial and Organizational Psychology · doi:10.1017/iop.2016.69 · Cited by 38
Self-citationGameful Self-Regulation: A Study on How Gamified Self-Tracking Features Evoke Gameful Experiences
Hassan, L., Xi, N., Gurkan, B., Koivisto, J., & Hamari, J. (2020) · Hawaii International Conference on System Sciences (HICSS) · doi:10.24251/hicss.2020.138 · Cited by 38
Gamification, motivation, and engagement at work: a qualitative multiple case study
Miri, D. H., & Macke, J. (2021) · European Business Review · doi:10.1108/ebr-04-2020-0106 · Cited by 45
Çiğdem, H., Öztürk, M., Karabacak, Y., ATİK, N., Gürkan, S., & Aldemir, M. H. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12845-2 · Cited by 90
“Such a tendency could have caused a significant difference in the post-test scores (Landers et al., 2017; Landers & Landers, 2014).”
InfluentialLanders, R. N., Collmus, A. B., & Williams, H. (2018) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2018.09.011 · Cited by 46
Self-citationDynamic Tournament Design: Evidence from Prediction Contests
Lemus, J., & Marshall, G. (2020) · Journal of Political Economy · doi:10.1086/711762 · Cited by 36
Lao, A., Vlad, M., & Martin-Salerno, A. (2021) · International Journal of Retail & Distribution Management · doi:10.1108/ijrdm-09-2020-0357 · Cited by 36
Mobile applications, physical activity, and health promotion
Basto, P. S., & Ferreira, P. (2025) · BMC Health Services Research · doi:10.1186/s12913-025-12489-z · Cited by 52
“Studies show that gamification elements (e.g., point systems, leaderboards) significantly improve user engagement and adherence [42, 43]; (ii) users who integrate app usage into their daily routine (e.g., setting reminders, using streak-based incentives) are more likely to sustain engagement [32];…”
The effect of leaderboard in different goal-setting levels
Chernbumroong, S., Sureephong, P., & Muangmoon, O.-O. (2017) · doi:10.1109/icdamt.2017.7904967 · Cited by 34
“However, there is a lack of researches investigating the connection between particular goal setting theories and individual behavior [12].”
BackgroundInfluentialFrom Elements to Structures: An Agenda for Organisational Gamification
Khan, A., Boroomand, F., Webster, J., & Minocher, X. (2020) · European Journal of Information Systems · doi:10.1080/0960085x.2020.1780963 · Cited by 37
Leaderboards in an EFL course: Student performance and motivation
Philpott, A., & Son, J. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104605 · Cited by 35
Na, K., & Han, K.-H. (2023) · Internet Research · doi:10.1108/intr-12-2021-0897 · Cited by 42
Earle, A. M., LaBrie, J. W., Boyle, S. C., & Smıth, D. J. (2018) · Addictive Behaviors · doi:10.1016/j.addbeh.2018.01.005 · Cited by 37
Metadata
- Authors
- Landers, R. N., Bauer, K. N., & Callan, R. C.
- Affiliations
- Old Dominion University (US)
- Illinois Institute of Technology (US)
- Corresponding author
- Landers, Richard N.
- Venue
- Computers in Human Behavior
- Publisher
- Elsevier BV
- Published
- 2017-06
- Volume
- 71
- Pages
- 508-515
- ISSN
- 0747-5632 (ISSN-L)
- OpenAlex
- W1741765804
- Cited by
- 474
- References
- 62
- Citations by year
- 2026: 42 · 2025: 50 · 2024: 49 · 2023: 72 · 2022: 48 · 2021: 64 · 2020: 44 · 2019: 48 · 2018: 40 · 2017: 10
- FWCI
- 47.84
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers in Human Behavior (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Sociology and Political Science › Digital Games and Media
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Employee Performance and Management
- Keywords
- gamification, leaderboards, goal setting theory, employee motivation, task performance, goal commitment, individual differences
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