Are Badges Useful in Education?: It Depends upon the Type of Badge and Expertise of Learner

Autor/inn/en	Abramovich, Samuel; Schunn, Christian; Higashi, Ross Mitsuo
Titel	Are Badges Useful in Education?: It Depends upon the Type of Badge and Expertise of Learner
Quelle	In: Educational Technology Research and Development, 61 (2013) 2, S.217-232 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-013-9289-2
Schlagwörter	Student Motivation; Prior Learning; Alternative Assessment; Expertise; Evaluation Methods; Mathematics Instruction; Middle School Students; Incentives; Motivation Techniques; Learning Processes; Computer Assisted Instruction; Educational Technology; Comparative Analysis; Intelligent Tutoring Systems; Video Games; Instructional Design + Suchen Sie Ihr Suchwort? Schulische Motivation; Vorkenntnisse; Expert appraisal; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Anreiz; Motivationsförderung; Learning process; Lernprozess; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Intelligentes Tutorsystem; Video game; Videospiel; Videospiele; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Educational Badges are touted as an alternative assessment that can increase learner motivation. We considered two distinct models for educational badges; merit badges and videogame achievements. To begin unpacking the relationship between badges and motivation, we conducted a study using badges within an intelligent-tutor system for teaching applied mathematics to middle-school students. Our findings indicate that badge earning could be driven by learner motivations and that systems with badges could have a positive effect on critical learner motivations. However, badge acquisition patterns were different across learners with different levels of prior knowledge. Different badge types also affected different learners motivation. Additionally, we believe that our findings are compatible with the research finding that extrinsic motivators have a negative influence on learning. The implication for educational badge designers is that they must consider the ability and motivations of learners when choosing what badges to include in their curricula. We believe our findings exist as one piece of the large research base needed to understand educational badges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10