Digital Badges: Beyond Learning Incentives

Hurst, Emily

doi:10.1080/15424065.2015.1065661

Cited by 33 publications

(20 citation statements)

References 2 publications

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“…A real-world example of badges used to represent skills or personal achievements would be the merit badges awarded in the Boy and Girl Scout organizations. Each Scout gets a unique badge for completing a task worthy of recognition, and at a glance, others can look at these badges and easily know what the Scout has accomplished (Hurst, 2015).…”

Section: Reflecting Student Learningmentioning

confidence: 99%

Gamification and The Design of Badges in Relation to Educational Achievement

Goodyear

Nathan-Roberts

2017

Proceedings of the Human Factors and Ergonomics Society Annual

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Engaging students in learning has always been a difficult task for teachers. Gamification of education through badges is a new method for promoting student engagement that is quickly gaining popularity. For badges to effectively increase student engagement and reflect student learning, it is important to show different skills clearly, show the goals required to earn badges, have the ability to show the badges conveniently, and ensure that these badges can be used as valid representations of student skills. The literature reports that well-designed badges and badge systems promote self-regulated learning, increase quality of work, and provides multiple paths for education. Badges also were shown to promote teamwork, public displays of achievements, and provide more convenient but still valid ways of showing a student’s complete skill set. However, more research is required to go further in-depth on the design of badge systems to maximize their potential to promote motivational learning.

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Section: Reflecting Student Learningmentioning

confidence: 99%

Gamification and The Design of Badges in Relation to Educational Achievement

Goodyear

Nathan-Roberts

2017

Proceedings of the Human Factors and Ergonomics Society Annual

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“…This was not really surprising, as it is well known that students lack persistence in online learning environments (Hart 2012;Kranzow 2013;Rutter 2016;Van Rooij & Zirkle 2016). Furthermore, the fact that lecturers realised they had to set the pace is consistent with the habit in online course design where incentives such as digital badges are used to motivate students' participation and persistence when they are not supported by regular contact with lecturers (Abramovich, Schunn & Higashi 2013;Hurst 2015).…”

Section: Discussionmentioning

confidence: 67%

Alternation25,2(2018) 161–180 161Electronic ISSN: 2519-5476; DOIhttps://doi.org/10.29086/2519-5476/2018/v25n2a7#FEESMUSTFALL: Science Teaching during Student Unrest

Tekane¹,

Louw²,

Potgieter³

2018

Alternation

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Student protests are a regular feature of the tertiary landscape. However, there are claims that disruptions and potential threats to the academic project at traditional universities can be partially mitigated by online teaching and learning. This paper reports on insights gained when the mode of instruction was changed at short notice from contact to online teaching during student unrests at a South African university in 2016. A phenomenographic approach was used to generate a meta-reflection on experiences as reported by lecturers from 13 science departments during a pecha kucha 1 event (very short PowerPoint presentations) at the beginning of 2017. Video data was analysed inductively to generate six themes/categories, encapsulating aspects of the challenges experienced by the participants, the insights they had and the actions they took to address these challenges. This paper attempts to demonstrate the approaches taken by lecturers and how they incorporated the blended learning environment to support their students to complete the academic year, despite difficult circumstances. It offers useful pointers to affordances and weaknesses of the virtual learning environment when implemented at short notice to replace contact teaching.

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“…Additionally, exporting and sharing to public sites must be explained and supported by the system (Ahn et al, 2014;Casilli & Hickey, 2016;Dyjur & Lindstrom, 2017). Aside from that, potential employers must understand and value badges, and that is not always the case (Hurst, 2015;Lemoine & Richardson, 2015). Grant (2016) claims that most badge earners do not claim or display their earned badges in a public repository and that these factors would need to change in order for badges to become more widely valued.…”

Section: Considerations For the Alignment Of Purpose And Valuementioning

confidence: 99%

Instilling purpose and value in the implementation of digital badges in higher education

Stefaniak

Carey

2019

Int J Educ Technol High Educ

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This qualitative multi-case study examined digital badge programs being used at three higher education institutions, at the course level, the department level, and the university level. The study sought to explore the adoption of badges in higher education using Rogers ' (2003) innovation diffusion theory to identify factors associated with the adoption process in order to provide contextual insight into factors that impede and facilitate successful implementation of badge systems. Rogers established that there are five specific characteristics of innovations (relative advantage, compatibility, complexity, trialability, and observability) which are attributed to varying rates of adoption (2003). The results of the current study also attributed factors related to complexity as barriers to successful adoption of badges in each of the three cases. Results found that usability issues, increased faculty workload, and a lack of understanding of the badges' purpose and value were the main factors which negatively impacted badge adoption.

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Digital Badges: Beyond Learning Incentives

Cited by 33 publications

References 2 publications

Gamification and The Design of Badges in Relation to Educational Achievement

Gamification and The Design of Badges in Relation to Educational Achievement

Alternation25,2(2018) 161–180 161Electronic ISSN: 2519-5476; DOIhttps://doi.org/10.29086/2519-5476/2018/v25n2a7#FEESMUSTFALL: Science Teaching during Student Unrest

Instilling purpose and value in the implementation of digital badges in higher education

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