Introduction

Gamification has transformed digital learning, with platforms like Duolingo incorporating features such as leaderboards, streaks, and badges to create engaging and competitive experiences. While these tools can boost user motivation, they often risk overshadowing meaningful learning by prioritizing extrinsic rewards. As part of a User Research Methods course, my group conducted a critical study on Duolingo’s leaderboard feature. This essay reflects on our findings, supported by literature and insights into how leaderboards impact user experiences, and offers recommendations to balance motivation with effective learning.

Literature Review

Leaderboards are one of gamification’s most debated features. Research suggests they can increase user engagement by fostering a sense of achievement and competition (Philpott & Son, 2022). In platforms like Duolingo, they encourage users to maintain streaks, progress through ranks, and engage consistently. Zhang and Pan (2024) highlight that such features enhance extrinsic motivation, particularly for competitive users.

However, these benefits come with challenges. Studies by Zeng and Fisher (2024) reveal that leaderboards can cause stress, especially when users feel pressured to perform. This stress can shift focus from intrinsic goals, like mastering a language, to superficial behaviors aimed solely at accumulating points. This tension between competition and learning became central to our investigation of Duolingo’s gamification design.

Our Research and Methodology

To explore the impact of Duolingo’s leaderboard, we adopted a mixed-methods approach, combining quantitative surveys with qualitative interviews. The survey provided an overview of user engagement and perceptions, while semi-structured interviews delved deeper into participants’ motivations and experiences. Participants were regular Duolingo users, ensuring they had sufficient interaction with the leaderboard feature. Using thematic analysis, we identified recurring patterns and nuanced user perspectives.

Findings and Critical Reflections

Our findings highlighted both the motivating and problematic aspects of leaderboards in Duolingo. Many participants reported that the leaderboard encouraged consistent practice. “It pushes me to log in daily,” one user noted, emphasizing its role in fostering engagement. The visual design of leagues and rewards further strengthened this motivation, creating a sense of accomplishment when progressing through levels. These findings align with Philpott and Son’s (2022) observations on the motivational potential of gamified elements.

However, the drawbacks were equally significant. Several participants admitted to prioritizing rank over learning. “Sometimes I just do exercises to gain points, skipping listening tasks to save time,” one participant confessed. This behavior reflects Zeng and Fisher’s (2024) critique of gamification fostering surface-level engagement at the expense of meaningful learning. For some users, the stress of maintaining rank or avoiding demotion undermined their overall experience. “It’s stressful to stay out of the demotion zone, and it affects my focus,” shared another participant.

The interviews also revealed varied emotional responses. While competitive users found the leaderboard exciting, others felt it detracted from their learning journey. This diversity underscores the need for more personalized and flexible gamification strategies in platforms like Duolingo.