Badges in Games for Learning and Their Motivational and Cognitive Impact

• In Event: Poster Session 10
  In Poster Session: Games, the World Wide Web, and Robots

Abstract

How does the design of digital badges in a middle school geometry game impact motivational and cognitive learning outcomes? Based on achievement goal theory, learners were first primed for either mastery or achievement, and then received either mastery badges, achievement badges, or no badges while playing the game. Dependent measures included situational interest and learning outcomes. Result show that learning outcomes in the performance badges condition was significantly better than in the Mastery Badges condition. However, learners with higher situational interest performed better with Mastery badges. Findings suggest the importance of learner characteristics such as situational interest for the effectiveness of motivational features such as badges for games for learning.

Authors

• Jan L. Plass, New York University

• Paul A. O'Keefe, Stanford University

• Melissa L. Biles, New York University

• Jonathan Frye, New York University

• Bruce Douglas Homer, City University of New York