Are badges useful in education?: it depends upon the type of badge and expertise of learner

Abramovich, Samuel; Schunn, Christian D.; Higashi, Ross

doi:10.1007/s11423-013-9289-2

Cited by 362 publications

(234 citation statements)

References 18 publications

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“…This badge is an "informal way" to offer a learning certificate (Abramovich et al, 2013). The badges on the learners' profile are viewable by other players and are awarded for either incidental activity or mastery of skills/demonstration of knowledge.…”

Section: Gamification In Education : Enjoyment Engagement Motivationmentioning

confidence: 99%

“…For example, Schoooools.com for K-6 (Simões et al, 2013), casual social games for undergraduate education and employee training (Landers and Callan, 2011) and, intelligent-tutor-systems (Abramovich et al, 2013). In Landers and Callan (2011) experiments, there is a social experiment where the college students have to answer small quiz and based on their score, the students would be ranked and provided with badges indicating their performance level.…”

Section: Gamification In Education : Enjoyment Engagement Motivationmentioning

confidence: 99%

“…A preliminary evaluation of this project regarding student's motivation presented that a considerable number of students used the gamification features and that by doing so taking the quiz seemed to the more enjoyable and rewarding activity. Abramovich et al (2013) introduced gamification in the context of an intelligent tutor system. In gamification learning scenario, the badges were awarded based both on individuals mastery of a skill and on their participation in the system.…”

Section: Gamification In Education : Enjoyment Engagement Motivationmentioning

confidence: 99%

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Gamification Approach to Enhance Students Engagement in Studying Language course

Cahyani

2016

MATEC Web of Conferences

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Many researchers have attempted to utilize gamification to increase student engagement, motivation and achievement in the classroom with varying degrees of accomplishment. This research attempts to review of existing literature on the subject as well as the implementation of gamification on Language course. It aims to get better understanding of how gamification can efficiently be used in education. This analysis reveals that the underlying fact that make games engaging are already utilized in pedagogical practices. There are two important recommendations from this research. First, use gamified learning scenario as an activity, to encourage students trying new things and avoiding fear to make a mistakes. Secondly, the gamification in education setting needs students to participate deliberately to ensure the gamification retains the game-like nature.

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Section: Gamification In Education : Enjoyment Engagement Motivationmentioning

confidence: 99%

Section: Gamification In Education : Enjoyment Engagement Motivationmentioning

confidence: 99%

Section: Gamification In Education : Enjoyment Engagement Motivationmentioning

confidence: 99%

See 1 more Smart Citation

Gamification Approach to Enhance Students Engagement in Studying Language course

Cahyani

2016

MATEC Web of Conferences

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“…In terms of specific functionality, digital badges have shown potential as digital credentials (Gibson et al, 2013), mechanisms for engagement, motivation, and goal setting (Abramovich, Schunn, & Higashi, 2013), and as part of a larger gamified system (Su & Cheng, 2015), among other purposes (e.g., Antin & Churchill, 2011;Ulrich & Karvonen, 2011). Comprehensive reviews exploring the psychological dimensions of badging and best-practices for their design have also been conducted (McDaniel & Fanfarelli, 2016).…”

Section: Introductionmentioning

confidence: 99%

Exploring Digital Badges in University Courses: Relationships between Quantity, Engagement, and Performance

Fanfarelli

McDaniel

2017

OLJ

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Digital badging research is gaining momentum as instructors and administrators consider new models for assessing learning in nontraditional contexts (e.g., informal science learning programs, flexible online courses, adaptive learning systems). While many studies are examining the effectiveness of digital badges for pedagogical functions, such as motivating students, few attempts have been made to identify relationships between the number of badges earned by a student and badging effectiveness. The exploratory correlational study presented within this article addresses this gap by examining these relationships, relating number of badges earned in a pilot course to performance and engagement-related metrics. The results are further categorized by demographic groups to identify starting points for future research. Several relationships were identified, providing initial evidence of the importance of studying number of badges earned and how that number impacts effectiveness. The evidence suggests value in conducting large sample empirical research on the presented factors.

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“…The main goal of gamification is to motivate participants and encourage expected behaviors in a meaningful way (Deterding, et al, 2011;Dichev & Dicheva, 2017;Shi, 2014). Current researches on gamification, in educational context, describe how badges affect learners of different skill levels (Abramovich, Schunn, & Higashi, 2013), how badges influence and how leaderboard can impact learning and motivation (Christy & Fox, 2014).…”

Section: Introductionmentioning

confidence: 99%

Affective Domains, Intrinsic Motivation And Game-Based Application In Early Childhood Education

Pekarkova¹,

Milková²,

Ševčíková³

2017

European Proceedings of Social and Behavioural Sciences

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Game based application and gamification is an approach for motivating and engaging participants using game-like design elements. Integrating game-like design elements in educational application and educational context have the potential to increase children´ intrinsic motivation and other related affective domains such as persistence, goal orientation and enjoyment. Some empirical studies provided proofs that gamification and system of rewards could influence children's motivation and level of cooperation. There is a lack of empirical research focusing on effectiveness and possibilities of development of intrinsic motivation and related affective domains with the help of ICT used in kindergartens and early childhood education. The purpose of this research is to examine the influence of an educational game and its impact on chosen affective domains. 45 children from 3 kindergartens used original designed game application for two months. The used questionnaire "Game application's influence on affective domains by preschool children" consisting of 18 questions was created by collecting responses from 18 kindergarten teachers. For analysing and categorizing Likert scale was used. This study showed a positive impact of game based application on chosen affective domains (namely intrinsic motivation, persistence, goal orientation and joy/pleasure) without using wide spread reward system like badges, hints, praises etc. typical for extrinsic motivation.This study is considered as a base for the next research which will be aimed on 7 affective domains and specific features of educational game applications which support motivation and other domains in the most effective way.

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Are badges useful in education?: it depends upon the type of badge and expertise of learner

Cited by 362 publications

References 18 publications

Gamification Approach to Enhance Students Engagement in Studying Language course

Gamification Approach to Enhance Students Engagement in Studying Language course

Exploring Digital Badges in University Courses: Relationships between Quantity, Engagement, and Performance

Affective Domains, Intrinsic Motivation And Game-Based Application In Early Childhood Education

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