Competitive gamification mechanics, specifically public leaderboards, are frequently deployed in STEM pedagogy under the assumption that social comparison universally drives engagement; however, this "one-size-fits-all" approach often ignores the psychological distinctiveness of introverted learners. While extroverted students may thrive on external validation and visible status, introverted individuals—who constitute a significant portion of the STEM cohort—often experience public ranking systems as a source of psychosocial stress rather than motivation. This paper investigates the adverse effects of leaderboard mechanics on introverted undergraduate students within high-stakes Computer Science environments. Adopting a mixed-methods approach, this study analyzes data from 120 undergraduate participants at the University of British Columbia, utilizing the Big Five personality traits inventory to categorize learner profiles. Participants were exposed to gamified learning modules featuring prominent public ranking systems over a 12-week semester. Quantitative performance metrics were triangulated with qualitative semi-structured interviews to assess cognitive load and emotional regulation. The findings reveal a significant negative correlation between public leaderboard visibility and the academic performance of introverted students. The data suggests that for these learners, leaderboards induce "Evaluation Apprehension," a psychological state where the fear of negative social judgment cannibalizes the working memory required for complex problem- solving. Rather than fostering healthy competition, the public display of rank creates an environment of surveillance that exacerbates anxiety and leads to disengagement. This research challenges the hegemony of competitive game design in education, arguing that STEM curricula must pivot toward "Quiet Gamification" strategies—such as private progress tracking and mastery-based badges—to support the autonomy and cognitive well-being of introverted learners.
Keywords: Gamification, STEM Education, Introversion, Leaderboards, Cognitive Load Theory, Evaluation Apprehension