The winner takes it all: Effects of leaderboard-based feedback on cognitive performance and motivation

Leaderboards are frequently used in gamified learning; however, results from previous studies on the topic often turn out to be inconsistent. A reason might be the adaptive nature of leaderboards that provide different feedback regarding positions and trends over time. In this study, we systematically manipulated leaderboard-based feedback and investigated its effects on cognitive performance and intrinsic motivation. N = 427 participants were randomly assigned to one of five leaderboard conditions, which differed regarding the received fictitious feedback on initial position (higher/lower) and trend (upward/downward), plus a control condition without feedback. We found small but not substantial group differences in performance over time. However, we did find group differences in intrinsic motivation (highest motivation for higher position with upward trend leaderboard-based feedback). Exploratory analyses suggested no moderating effects of individual characteristics in learners' achievement motives. Results emphasize the need to consider the adaptive nature of leaderboards in research and practice. 

Education relevance statement: The study results show that leaderboard-based feedback can affect learners' intrinsic motivation. It appears especially motivating for learners to see themselves in higher positions and/or shifting upwards on a leaderboard. This is even the case when the feedback is fictitious and not based on actual performance. Additionally, results show that negative feedback can be more detrimental than no feedback at all. These results also have practical and educational implications, underlining the importance of considering how to frame leaderboard-based feedback for learners, depending on their performance, and that leaderboard-based feedback should be used with caution. Copyright © 2025 Published by Elsevier Inc.