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

Hakulinen, Lasse; Auvinen, Tapio; Korhonen, Ari

doi:10.3991/ijet.v10i1.4221

Cited by 171 publications

(106 citation statements)

References 22 publications

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“…knowledge acquisition outcomes (Jang et al, 2015); Laskowski & Badurowicz, 2014;Paiva et al, 2015; perceptual outcomes (Christy & Fox, 2014;Davis & Klein, 2015;Pedro et al, 2015b;Sillaots, 2014;Sillaots, 2015;Christy & Fox, 2014) behavioral outcomes Hakulinen et al, 2015;Hew et al, 2016;Pedro et al, 2015b) engagement outcomes (Boskic & Hu, 2015;Ibanez et al, 2014;Latulipe et al, 2015;Morschheuser et al, 2014;Poole et al, 2014) motivational outcomes (Hasegawa et al, 2015;Herbert et al, 2014;Mekler et al, 2015;Pedro et al, 2015a;Utomo & Santoso, 2015) social outcomes (Hanus & Fox, 2015;Christy & Fox, 2014;Shi et al, 2014).…”

Section: What Types Of Studies?mentioning

confidence: 99%

“…In turn, game design elements which are used in the creation of Barata et al, 2014;Bernik et al, 2015;Hanus & Fox, 2015;Holman et al, 2015;Ibanez et al, 2014;Jang et al, 2015;Krause et al, 2015;Laskowski & Badurowicz, 2014;Latulipe, Long, & Seminario, 2015;Leach et al, 2014;Poole et al, 2014;Sillaots, 2014;Utomo & Santoso, 2015) Interaction with learning environment 11 (21%) Boticki et al, 2015;Herbert et al, 2014;Morschheuser et al, 2014;Nevin et al, 2014;Paiva et al, 2015;Pedro et al, 2015b;Pettit et al, 2015) Exercises 6 (12%) Hakulinen et al, 2015;Hasegawa et al, 2015;Lehtonen et al, 2015;Long & Aleven, 2014;Tvarozek & Brza, 2014) Collaboration/discussions/ social interactions 4 (8%) Knutas et al, 2014;Shi et al, 2014;Smith et al, 2014) Projects/labs 6 (12%) (Bonde et al, 2014;Boskic & Hu, 2015;Hew et al, 2016;Landers & Landers, 2015;Sillaots, 2015;Simoes et al, 2015) Tests 4 (8%) Attali & Arieli-Attali, 2015;Christy & Fox, 2014;Tu et al, 2015) Othersgamification scenarios can be divided into three categories: dynamics, mechanics and components (Werbach & Hunter, 2012). 1 Dynamics represents the highest conceptual level in a gamified system.…”

Section: What Subjects Are Gamified?mentioning

confidence: 99%

“…and "How to balance points and rewards with play and intrinsic engagement?". For answering these questions and for advancing the understanding of how to build successful gamified educational systems, there is a need for testing systems that support examining the effect of game elements and experimentally Points only 1 (2%) Badges only 9 (18%) Davis & Klein, 2015;Hakulinen et al, 2015;Leach et al, 2014;Long & Aleven, 2014;Pedro et al, 2015a;Tu et al, 2015;Tvarozek & Brza, 2014) Leaderboards only 3 (6%) (Christy & Fox, 2014;Landers & Landers, 2015;Poole et al, 2014) PBL a 14 (27%) Anderson et al, 2015;Barata et al, 2014;Hanus & Fox, 2015;Hew et al, 2016;Laskowski & Badurowicz, 2014;Latulipe et al, 2015;Lehtonen et al, 2015;Nevin et al, 2014;Pedro et al, 2015b;Sillaots, 2015;Smith et al, 2014) Others 24 (47%) (Attali & Arieli-Attali, 2015;Auvinen et al, 2015Bonde et al, 2014;Boskic & Hu, 2015Hasegawa et al, 2015;Herbert et al, 2014;Holman et al, 2015;Ibanez et al, 2014;Jang et al, 2015;Knutas et al, 2014;Knutas et al, 2014;Krause et al, 2015;Mekler et al, 2015;Morschheuser et al, 2014;Paiva et al, 2015;Pettit et al, 2015;Shi...…”

Section: What Subjects Are Gamified?mentioning

confidence: 99%

“…Another interesting observation is the low proportion of studies on gamifying STEM disciplines, excluding CS/IT and mathematics, where reinforcement of motivation is particularly beneficial: only two out of thirty two (Bonde et al, 2014) and . Anderson, Nash, & McCauley, 2015;Auvinen, Hakulinen, & Malmi, 2015;Bernik, Bubaš, & Radošević, 2015;Hakulinen, Auvinen, & Korhonen, 2015;Herbert, Charles, Moore, & Charles, 2014;Ibanez, Di Serio, & Delgado-Kloos, 2014;Knutas, Ikonen, Maggiorini, Ripomonti, & Porras, 2014a;Knutas, Ikonen, Nikula, & Porras, 2014b;Krause, Mogalle, Pohl, & Williams, 2015;Laskowski & Badurowicz, 2014;Leach, Laur, Code, Bebbington, & Broome, 2014;Lehtonen, Aho, Isohanni, & Mikkonen, 2015;Poole, Kemp, Patterson, & Williams, 2014;Sillaots, 2014;Sillaots, 2015;Smith, Herbert, Kavanagh, & Reidsema, 2014;Tvarozek & Brza, 2014) Math 5 (10%) (Attali & Arieli-Attali, 2015 a ;Christy & Fox, 2014;Long & Aleven, 2014;Paiva et al, 2015 a ; Pedro, Lopes, Prates, Vassileva, & Isotani, 2015b) a Multimedia/ Communication 6 (12%) (Barata, Gama, Jorge, & Gonçalves, 2014;Hanus & Fox, 2015;Holman et al, 2015;Jang, Park, & Yi, 2015;Leach et al, 2014;Utomo & Santoso, 2015) Medicine/Biology/ Psychology 5 (10%) (Bonde et al, 2014;Landers & Landers, 2015;Nevin et al, 2014;Pettit, McCoy, Kinney, & Schwartz, 2015; a Languages 4 (8%) ...…”

Section: What Subjects Are Gamified?mentioning

confidence: 99%

“…Typically, no justification is given for the selection of particular game elements. There is a need of more studies that can improve our understanding of how individual game elements are linked to behavioral and motivational (Attali & Arieli-Attali, 2015;Barrio et al, 2015;Boticki et al, 2015;Christy & Fox, 2014;Davis & Klein, 2015;Hakulinen et al, 2015;Landers & Landers, 2015;Long & Aleven, 2014;Pedro et al, 2015a;Tu et al, 2015;Tvarozek & Brza, 2014) 2 elements 8 (16%) Bonde et al, 2014;Ibanez et al, 2014;Leach et al, 2014;Paiva et al, 2015;Poole et al, 2014;Utomo & Santoso, 2015) 3 elements 16 (31%) Auvinen et al, 2015;Bernik et al, 2015;Boskic & Hu, 2015;Hanus & Fox, 2015;Hew et al, 2016;Knutas et al, 2014;Laskowski & Badurowicz, 2014;Latulipe et al, 2015;Lehtonen et al, 2015;Mekler et al, 2015;Morschheuser et al, 2014;Simoes et al, 2015; More than 3 elements 16 (31%) Barata et al, 2014;outcomes and how they function in a given educational context. Without understanding the effect of individual game elements, it is difficult to identify their contribution in studies that mix several game elements together.…”

Section: What Subjects Are Gamified?mentioning

confidence: 99%

See 4 more Smart Citations

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Dichev

Dicheva

2017

Int J Educ Technol High Educ

829

523

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Gamification of education is a developing approach for increasing learners' motivation and engagement by incorporating game design elements in educational environments. With the growing popularity of gamification and yet mixed success of its application in educational contexts, the current review is aiming to shed a more realistic light on the research in this field by focusing on empirical evidence rather than on potentialities, beliefs or preferences. Accordingly, it critically examines the advancement in gamifying education. The discussion is structured around the used gamification mechanisms, the gamified subjects, the type of gamified learning activities, and the study goals, with an emphasis on the reliability and validity of the reported outcomes. To improve our understanding and offer a more realistic picture of the progress of gamification in education, consistent with the presented evidence, we examine both the outcomes reported in the papers and how they have been obtained. While the gamification in education is still a growing phenomenon, the review reveals that (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts; (ii) the practice of gamifying learning has outpaced researchers' understanding of its mechanisms and methods; (iii) the knowledge of how to gamify an activity in accordance with the specifics of the educational context is still limited. The review highlights the need for systematically designed studies and rigorously tested approaches confirming the educational benefits of gamification, if gamified learning is to become a recognized instructional approach. Keywords: Gamification in education, Gamifying learning, Critical literature review, Empirical studiesThe idea of incentivizing people is not new but the term "gamification" didn't enter the mainstream vocabulary until 2010. Only a year later it became a viable trend. The growing popularity of gamification is stemming from the belief in its potential to foster motivation, behavioral changes, friendly competition and collaboration in different contexts, such as customer engagement, employee performance and social loyalty. As with any new and promising technology it has been applied in a diversity of domains, including marketing, healthcare, human resources, training, environmental protection and wellbeing. Gamification is a multidisciplinary concept spanning a range of theoretical and empirical knowledge, technological domains and platforms and is driven by an

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Section: What Types Of Studies?mentioning

confidence: 99%

Section: What Subjects Are Gamified?mentioning

confidence: 99%

Section: What Subjects Are Gamified?mentioning

confidence: 99%

Section: What Subjects Are Gamified?mentioning

confidence: 99%

Section: What Subjects Are Gamified?mentioning

confidence: 99%

See 3 more Smart Citations

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Dichev

Dicheva

2017

Int J Educ Technol High Educ

829

523

View full text Add to dashboard Cite

show abstract

One size does not fit all: A study of badge behavior in stack overflow

Yanovsky

Hoernle

Lev

et al. 2020

Asso for Info Science & Tech

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Badges are endemic to online interaction sites, from question and answer (Q&A) websites to ride sharing, as systems for rewarding participants for their contributions. This article studies how badge design affects people's contributions and behavior over time. Past work has shown that badges “steer” people's behavior toward substantially increasing the amount of contributions before obtaining the badge, and immediately decreasing their contributions thereafter, returning to their baseline contribution levels. In contrast, we find that the steering effect depends on the type of user, as modeled by the rate and intensity of the user's contributions. We use these measures to distinguish between different groups of user activity, including users who are not affected by the badge system despite being significant contributors to the site. We provide a predictive model of how users change their activity group over the course of their lifetime in the system. We demonstrate our approach empirically in three different Q&A sites on Stack Exchange with hundreds of thousands of users, for two types of activities (editing and voting on posts).

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Study of the impact of social learning and gamification methodologies on learning results in higher education

Sousa-Vieira

López-Ardao

Fernández‐Veiga

et al. 2022

Comp Applic In Engineering

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In this study, as the last step of a longitudinal study of the impact of social learning and gamification methodologies on learning results in higher education, we have recorded the activity in a software platform based on Moodle, specially built for encouraging online participation of the students to design, carry out and evaluate a set of learning tasks and games, during two consecutive editions of an undergraduate course. Our aim is to confirm the relationships between the patterns of accomplishment of the gamified activities and the network structure of the social graphs associated with the online forums with knowledge acquisition and final outcomes. For this purpose, we have offered two learning paths, traditional and novel, to our students. We have identified course variables that quantitatively explain the improvements reported when using the innovative methodologies integrated into the course design, and we have applied techniques from the social network analysis (SNA) and the machine learning/deep learning (ML/DL) domains to conduct success/failure classification methods finding that, generally, very good results are obtained when an ensemble approach is used, that is, when we blend the predictions made by different classifiers. The proposed methodology can be used over reduced datasets and variable time windows for having early estimates that allow pedagogical interventions. Finally, we have applied other statistical tests to our datasets, that confirm the influence of the learning path on learning results.

show abstract

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

Cited by 171 publications

References 22 publications

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

One size does not fit all: A study of badge behavior in stack overflow

Study of the impact of social learning and gamification methodologies on learning results in higher education

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