The interaction between the two types of leaderboards (full/limited) in an e-learning environment based on gamification and the level of academic self-efficacy (high/low) and its impact on the development of cybersecurity skills and academic passion among educational technology students. The Abstract: The research aimed to measure the impact of the interaction between two leaderboard patterns (full/limited) in an e-learning environment based on gamification and the level of academic self-efficacy (high/low) on the development of the cognitive and skill aspects of cybersecurity and the development of academic passion among students in the Department of Educational Technology. In this research, the researchers used an experimental design based on the interaction between treatment and preparation with four experimental groups (2*2). The research included an independent variable with two patterns: the full leaderboard pattern and the limited leaderboard pattern in an e-learning environment based on gamification, and a categorical variable, which is the level of academic self-efficacy (high/low). The research included three dependent variables: cognitive aspects related to cybersecurity, skill aspects related to cybersecurity, and academic passion. The research sample consisted of (100) male and female students from the second year of the Department of Educational Technology at the Faculty of Specific Education, Tanta University, during the second semester of the academic year 2024/2025 AD. The research results showed superiority. The third experimental group (limited leaderboard pattern/high academic self-efficacy) demonstrated significant improvements in the cognitive and skill aspects of cybersecurity, as well as in developing their academic passion for harmonious learning. There was a significant positive correlation between the scores of students in the four experimental groups on all research tools. The research recommends designing e-learning environment based on gamification with flexible types of leaderboards with regard to the level of academic self-efficacy.