Supporting Pre-service Teachers’ Goal Setting and Self-Efficacy with Instructional Open Badges

• In Event: SICET and TED: Design Considerations Learning, K-16

Short Description

This quasi-experimental study adopted a control and experimental group research design to investigate the effect of using instructional open badges on three critical aspects of learner motivation in a hybrid learning environment: goal setting, perceived self-efficacy, and self-regulation. We found that pre-service teachers who learned with open badges set higher goals and indicated greater self-efficacy than those who learned with traditional projects. No significant difference was found in pre-service teachers’ self-regulation between the groups.

Authors

• Contributor: Zui Cheng, Shenzhen University

• Contributor: Huanhuan Wang, Beijing Normal University

• Contributor: Xixian Zhu, Beijing Normal University

• Contributor: Rick West, Brigham Young University

• Contributor: zhuo zhang, Purdue University

• Contributor: Qian Xu, Purdue University