On an absolute leaderboard, course engagement does not differ significantly across top, middle, and bottom ranked students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There was no statistically significant difference in course engagement across the three position levels on an absolute leaderboard; equivalence was not tested. → Bai 2021

Evidence¶

Bai 2021¶

Bai, Shurui, Khe Foon Hew, Michael Sailer, and Chengyuan Jia. 2021. "From top to bottom: how positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement." Computers & Education 173: 104297. https://doi.org/10.1016/j.compedu.2021.104297.

q2 · i? · causal · r1

Post-intervention SCEQ survey in the 24-student absolute leaderboard quasi-experiment. Descriptively the middle-ranked students were most engaged (M = 4.18, SD = 0.42) and top-ranked lowest (M = 3.96, SD = 0.31), but the ANOVA found "no significant difference in student course engagement across the three position levels".

"The result showed that there was no significant difference in student course engagement across the three position levels, F (2, 17) = 0.55, p = .59. This result does not support hypothesis (H2a )."

Discussion¶

Related Claims¶

• On an absolute leaderboard, learning performance does not differ significantly across top, middle, and bottom ranked students — related
• On a relative leaderboard, course engagement does not differ significantly across position levels — related
• Bottom-ranked students prefer anonymous comparison on an absolute leaderboard but public comparison on a relative leaderboard — related