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7/30/2019 Design Principles for Motivating Learning with Digital Badges
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Design Principles for Motivating Learning
with Digital Badges
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Author: Katerina Schenke
Posted: 6/5/2013 - 10:28pm
Topics: HASTAC Scholars,Connected
Learning
Tags: #dmlbadges #openbadges
#digitalbadges
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This post is cross-posted atRemediating Assessment
Katerina Schenke, Cathy Tran, & Daniel Hickey
This post introduces the emerging design principles formotivating
learning with digital badges. This is the third of four posts that will
introduce the Design Principles Documentation Projects emerging
design principles around recognizing, assessing, motivating and studyinglearning.
Motivation is described as the initiation or sustainment of engagement of
a particular task. Badges are thought to motivate students to complete
tasks, learner more deeply, and make good decisions about what to learn
next. Badges may also motivate communities to work together towards
shared learning outcomes.
While a systematic study of the motivational impacts of badging has yet to
be conducted, we can make educated guesses as to what the effects of
badges might be. Using our background in the field of motivation, we
documented the badging practices of the DML awardees that appear
likely to impact student motivation. This means that any practice we
believed could affect students initiating or persisting in a task was
documented as a motivational practice. It is important to note that we
consider not only the motivation related to learning o utcomes associated
with badges but also to learners buy-in of the badge system.
Badge Design Principles for Motivating Learning
After we id entified the pra ctices in each o f the p rojects, we clustered the m
into more general principles. Below are the principles weve derived.
Because the practices were mostly inferred rather than explicitly
articulated by the projects, we have not attempted to determine which
practices were most prevalent. As such, these principles are ordered for
coherence rather than prevalence.
Providing privileges: The privileges provided to learners for their badge
collection are important to dissect because different types of privileges
and their contingencies affect motivation. For example, learners can get a
prize for acquiring a badge, be provided new activities, be awarded a role
as a peer mentor, and even be given access to internships. Making note
of what kinds of privileges are granted as a result of receiving badges can
orient learners to the next task that they choose. For example, if the
privilege granted for earning a badge is not associated with something
the learner values, he or she is unlikely to engage or persist in the activity
associated with earning that badge.
Recognizing identities: Some projects use badges to recognize learners
identities in some way. For example, badges can recognize a learners
role within the badging system such as recognizing their specialization in
journali sm, engine ering, or pee r mentori ng. Badge s can also re cognize
learners identities by being incorporated into badge projects that
themselves target specific groups.
Engaging with communities:Some learners are able to earn badges for
About Katerina Schenke
Katerina Schenke is a
doctoral student at the
University of California,
Irvine specializing in
Learning, Cognition, and Development.
Her...
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their involvement in their communities both at the physical and digital
level. Badges that are awarded for involvement in the local physical
community typically award learners for interacting with members in their
community. Projects also recognize learners involvement in digital
communities by granting badges to learners who interact with people
online. Engagement in the community can be seen to promote students
motivation to continue on activities because learners are relating to
others.
Display badges to the public:Thanks to Mozillas Open Badges
Infrastructure, badge earners in most projects can decide if and when to
publicly display badges they are currently working on or have earned.
Some projects give earners the option of displaying badges themselves,
while other projects automatically display badges for learners. We know
from the motivation literature that providing choice makes learners feel
more autonomous (in control), and that different levels of choice have
implications for motivation. However, displaying badges to the public may
induce competition among badge earners, which may or may not be
adaptive. Competition is likely to more adaptive when earners feel a
sense of autonomy.
Outside value of badges: Some projects integrate practices to give
badges value outside of the badge system. These include having badges
count as academic or course credit, showing badges to outside agencies,
and/or documenting the link between the badges and real life
applications of knowledge. If badges are perceived as being useful
outside of the system, learners might be more inclined to take up the
badge system and continue with it.
Setting goals: Badges allow for learners to set goals and visualize the
previous goals that theyve accomplished. Badge systems can use goal
setting in many different ways. For example, user-created badges where
learners have to plan what kind of badge they earn and how they earn it is
one way to encourage goal setting. Other projects display the progressive
goal trajectory through which learners follow, and some even allow the
users to determine that trajectory.
Collaboration: Though several projects allow for collaborative efforts,
some make a concerted effort to encourage this through awarding group
badges for group accomplishments as well as personal badges for having
a role in a group collaboration. By awarding badges at the group level,
learner motivation to collaborate and complete tasks is thought to allow
learners to relate more to others and perceive the task in a different way
than without the element of collaboration.
Competition: Scarcity of badges and use of a point system are two ways
that we have seen projects contribute to competition among badge
earners. We know from the motivation literature that some types of
learners strive in competitive environments and others do not.
Evolving requirements for badges: Few projects execute this practice of
changing the requirements to get a particular badge. Requiring learners
to complete different tasks for the same badge could pique their interest
continuing to use the badge system.
Recognizing different outcomes: This principle gets at a central goal of
our project. The type of learning that a badge recognizes and the way that
recognition is managed has profound implications for motivation. The
principles for recognizing learning across projects are summarized in this
previous post. The recognition practices fall into two broad categories that
are defined by the prior research literature. Some badges are awarded for
meeting some criterion (performance-based), while other badges are
awarded for engaging in some activity (effort-based). The prior research
suggests that these two types of badges are likely to have very different
consequences for motivation. Additionally, these distinctions are likely to
interact with other project features in complicated ways. For example,
public display of badges described above is likely to have different
consequences for performance-based than for effort-based badges.
Additionally, many pro jects inclu de ba dges that are intended to recogn ize
more social and participatory forms of learning. Motivation researchers
are just beginning to explore this type of learning. It seems likely that
recognition of social learning will operate very differently in effort-based
versus performance-based contexts. We are working hard to sort out
http://hastac.org/blogs/andirehak/2013/05/20/digital-badge-design-principles-recognizing-learning7/30/2019 Design Principles for Motivating Learning with Digital Badges
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these complicated relationships across different badge functions. An
important initial insight is that the type and nature of recognition is often
determined by the broader context of the project, meaning that badge
designers may not have any say over the learning that their badges need
to recognize.
Utilizing different types of assessments: Like the previous principle,
this principle highlights how other project factors will impact motivation. A
previous post detailing the assessment principles across projects is
located here. While some assessment decisions are constrained by
recognition decisions, most projects have a lot of latitude in how they
assess learning. This is good because the type of assessment has
significant consequences for motivation. For example, having an expert
versus a computer conducting the assessment communicates different
expectations to the learner. Knowing that your peers are assessing you is
very different than knowing a computer is assessing you. While the
majority of the projects use peer assessment, a handful also use expert
judgment and self-assessment. Many projects comb ine d ifferent types of
assessments.
Feedback and Next Steps
We would love to hear back from project team members and other
interested parties regarding these principles. As we state, these practices
were most inferred based on our knowledge of the motivation research
literature. People whose theories of motivation are different than ours are
certain to come up with different practices and principles. We have tried to
use language and ideas that resonate with the people who are designing
and using badge systems. We welcome any and all suggestions.
It is beyond the scope of our project to study the motivational
consequences of badging practices in specific projects. We hope that
these principles will help initiate and organize efforts from projects, and
then help us share those research designs and finding across projects
and with the broader public. The next post will introduce design principles
forstudyinglearning with digital badges. This will introduce the distinction
between research ofbadges, research forbadges, and research with
badges. Each seems to have distinct potential for studying motivation.
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