Empirical Study on the Effect of Achievement Badges in TRAKLA2 Online Learning Environment

Hakulinen, Lasse; Auvinen, Tapio; Korhonen, Ari

doi:10.1109/latice.2013.34

Cited by 173 publications

(130 citation statements)

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“…We found five studies employing objective measures such as tests, grades, task completion rates, or quizzes to evaluate student learning outcomes (i.e., Coetzee, Fox, Hearst, & Hartmann, 2014;Dominguez et al, 2013;Hakulinen, Auvinen, & Korhonen, 2013;Ibanez, Di-Serio, & Delgado-Kloos, 2014;Li, Grossman, Fitzmaurice, 2012). Out of these five, only three studies employed comparison-based design such as experimental-control research method (i.e., Coetzee et al, 2014, Dominguez et al, 2013Hakulinen et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Out of these five, only three studies employed comparison-based design such as experimental-control research method (i.e., Coetzee et al, 2014, Dominguez et al, 2013Hakulinen et al, 2013). Overall, prior research studies suggest that the learning impact of gamification on students is mixed.…”

Section: Introductionmentioning

confidence: 99%

“…Overall, prior research studies suggest that the learning impact of gamification on students is mixed. Some studies found that students who followed traditional exercises or courses tended to perform similarly in overall score than those who followed gamified exercises (e.g., Coetzee et al, 2014;Hakulinen, et al, 2013). Dominguez et al (2013) found that badges had a positive effect on students' practical assignments but a negative effect on written assignments.…”

Section: Introductionmentioning

confidence: 99%

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Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes

Tan¹,

Hew

2016

AJET

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<p>In this study, we investigated how the use of meaningful gamification affects student learning, engagement, and affective outcomes in a short, 3-day blended learning research methods class using a combination of experimental and qualitative research methods. Twenty-two postgraduates were randomly split into two groups taught by the same instructor. The experimental group attended a course that incorporated the notion of meaningful gamification – that is, utilising the game mechanics of points, badges, and a leader board, as well as activities based on self-determination theory. The control group attended the same course and activities taught by the same instructor but without the game mechanics. Data sources included students’ pre-and post-tests scores, group artefact scores, discussion forum posts, students’ questionnaire survey, students’ interviews, and the teacher’s self-reflections. Results suggest that students in the experimental group posted more messages in the discussion forums than the control group. Furthermore, the quality of group artefacts produced by the participants in the experimental group was overall higher than those in the control group. All students in the experimental group strongly agreed or agreed that they found the course motivating. However, only about half the participants in the control group found the course motivating.</p>

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes

Tan¹,

Hew

2016

AJET

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“…2) What were students' attitudes towards the use of badges? A preliminary analysis on the effect of badges on students' behavior has previously been presented in [8].…”

Section: Introduction "A Soldier Will Fight Long and Hard For A Bit Omentioning

confidence: 99%

The Effect of Achievement Badges on Students’ Behavior: An Empirical Study in a University-Level Computer Science Course

Hakulinen

Auvinen

Korhonen

2015

Int. J. Emerg. Technol. Learn.

171

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Abstract-Achievement badges are a form of gamification that are used in an attempt to increase user engagement and motivation in various systems. A badge is typically a graphical icon that appears as a reward for the user after reaching an achievement but that has no practical value. In this study, we describe and evaluate the use of achievement badges in the TRAKLA2 online learning environment where students solve interactive, automatically assessed exercises in a Data Structures and Algorithms course throughout the semester. We conducted an experiment where the students (N=281) were randomly divided into a treatment and a control group, with and without achievement badges. Students in the treatment group were awarded achievement badges, for example, for solving exercises correctly on the first attempt, doing exercises early, or solving all the exercises in a round with full points. Grading was the same for both groups, i.e. collecting badges did not affect the final grade, even though the exercise points themselves did. Students' activity in TRAKLA2 was logged in order to find out whether the achievement badges had an effect on their behavior. We also collected numerical and open-ended feedback in order to find out students' attitudes towards the badges. Our results show that achievement badges can be used to affect students' behavior. Statistically significant differences were observed in the time used per exercise, number of sessions, total time, and normalized total number of badges. Furthermore, the majority of the students reported being motivated by the badges. Based on our findings, achievement badges seem to be a promising method to motivate students and to encourage desired study practices.

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“…Moreover, the badges did not Size refers to the total number of students included in the analysis from each year. Preliminary results of the Intervention '12 were published in [68].…”

Section: Rq1 Can Achievement Badges Be Used To Steer Student Behavior?mentioning

confidence: 99%

QR code programming tasks with automated assessment

Hakulinen

Malmi

2014

Proceedings of the 2014 Conference on Innovation &Amp; Technology in Computer Science Education - ITiCSE '14

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The main objective of this thesis is to enrich computer science education by studying two gameful teaching interventions: 1) achievement badges and 2) alternate reality games.Gamification is the use of game design elements in non-game contexts, and achievement badges are one commonly used gamification method that can be used to provide optional challenges for students. We studied the use of achievement badges in a Data Structures and Algorithms course and found out that badges can be used to steer students' behavior even if they are not tied to tangible rewards such as course grades. Specifically, students used more time in the online learning environment, had more sessions in the system, and spent more time between exercise submissions when the badges were used. Furthermore, we found out that students' attitudes towards the badges varied. We also studied the use of badges in relation to achievement goal orientations that characterize students' preferences to different goals and outcomes. We found out that students who had high avoidance orientation were less motivated by the badges than other students. On the other hand, students who were the most motivated by the badges had higher mastery-intrinsic, mastery-extrinsic, and performance-approach orientations, and lower avoidance orientation. Furthermore, we compared the badge intervention with the use of heatmaps that provided feedback on one's behavior in a nongameful way. An interest towards the badges correlated with mastery-extrinsic and performance-approach, whereas interest towards the heatmaps correlated with masteryextrinsic and performance-avoidance orientations.Alternate Reality Games (ARG), are games that blur the line between reality and fiction and typically they involve puzzles and an interactive narrative. We explored the use of ARGs for teaching computer science by organizing an ARG covering a wide range of computer science concepts. In the feedback collected after the game, participants reported learning several computer science concepts during the game. We also evaluated how authenticity, intrinsic motivation, and replayability were taken into account in the game design. Furthermore, we present an example of an educational ARG that was not part of any official curriculum and relied on voluntary participation. Based on the results, alternate reality games seem like a promising approach to be used in computer science education.In addition to evaluating the two approaches, we provide support for applying them in education by describing the implementation of our badge systems and introducing a method for producing automatically assessed programming tasks that are suitable for ARGs. Tiivistelmä Väitöskirjassa tarkastellaan kahta pelillistä tapaa monimuotoistaa tietotekniikan opetusta: 1) suoritusmerkit ja 2) vaihtoehtotodellisuuspelit.Pelillistämisellä tarkoitetaan pelielementtien soveltamista eri ympäristöissä. Suoritusmerkit ovat eräs yleinen pelillistämisen keino, jolla voidaan tarjota opiskelijoille vapaaehtoisia lisä-haasteita. Väitöskir...

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Empirical Study on the Effect of Achievement Badges in TRAKLA2 Online Learning Environment

Cited by 173 publications

References 9 publications

Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes

Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes

The Effect of Achievement Badges on Students’ Behavior: An Empirical Study in a University-Level Computer Science Course

QR code programming tasks with automated assessment

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