The Maturation of a Badge System to Support Interest-Based Learning: A Case Study

• In Event: Innovating Education Practice Through Digital Badges: Recent Research, Current Practices, and Future Directions

Abstract

Objectives
While the implementation of educational badges is underway by many organizations such as Peer 2 Peer University and Khan Academy, there is little empirical evidence on what types of motivational elements emerge from badges systems. Additionally, because of the relative novelty of badge systems, it is important to consider the sustainability of badge related aspects of interest. For students who participate in badge systems, what are the elements that they found motivational? Do motivational elements carryover for additional participation? Do additional participants cite the same motivational elements as continuing participants?

Theoretical Framework
As a tool, assessments can contribute to learning and proper understanding (Shepard, 2000) through providing necessary formative feedback as well as additional ways to gauge student learning. The current assessment practices of our education system, however, heavily emphasize the role of high-stakes testing, and often fail to use assessment to support students’ motivation to learn (Stiggins, 2002). Education reformers have pointed to badges and badging systems as a way to use assessment to connect and enhance student interests by providing focused goals, challenging tasks, clear standards, affirmation of performance, novelty, choice, and authenticity (Dickey, 2005).

Methods and Data
We interviewed and surveyed 29 different middle school student badge earners at the end of year one and year two of a badge program at an independent school located in a suburban area in the Southern United States. Our analyses relied on a coding schema based on prior motivation research (Green, 2002; Ryan & Deci, 2000) and our own findings from year one.

Results
Our investigation uncovered a relationship between badges and students’ interest, suggesting five aspects of learner interest: Enjoyment and Independence, Recognition, Values, Personal Connection, and Rewards. Linked together, students perceived the badge system as fun as well as offering independence different from regular schoolwork. Students also mentioned the appeal for recognition related to their badge work. The badge system was perceived as being novel and connected to personal long-term goals. Students saw the badging system as connected to themselves on a personal level, including personalizing the ways to earn a badge. Finally, students overwhelmingly spoke about the rewards that were associated with badge related work. These rewards included the badges themselves as well as reward opportunities earned in school and out-of-school.

Significance
These findings suggest important design elements for maximizing the potential for badging systems to capitalize on student interest. Additionally, as a badge system matures, some interest-related elements can become ineffective. For example, badges might not be perceived as fun once they become a regular option for more students. It is possible that the value of individual recognition for badge work could be diminished if many students receive the same recognition. A reward could lose its appeal to new badge participants after a critical number of students have already earned the reward. Similarly, the novelty of earning a badge might be lost after a critical number have previously earned the badge. However, our data suggests that badge system designs continue to support interest-based learning.

Authors

• Samuel Abramovich, University at Buffalo - SUNY

• Peter Samuelson Wardrip, University of Pittsburgh

• Meghan Bathgate, University of Pittsburgh

• Yoon Jeon Kim, Worcester Polytechnic Institute