badges, badging, digital badges, digital badging, gamification, students, university, higher education, learning, education, individual differences, empirical, long-dziuban, reactive behavior, engagement, motivation, learning, nsse
Badge use has rapidly expanded in recent years and has benefited a variety of applications. However, a large portion of the research has applied a binary useful or not useful approach to badging. Few studies examine the characteristics of the user and the impact of those characteristics on the effectiveness of the badging system. This study takes preliminary steps toward that cause, examining the effectiveness of a badging system across two web-based university courses in relation to the individual differences of the learners. Individual differences are examined through the lens of Long-Dziuban reactive behavior types and traits. Results revealed differences in badge effectiveness that were dependent upon students’ Long-Dziuban categorization. Student engagement, intrinsic motivation, reflective & integrative learning, and higher order learning were the constructs most dependent upon categorization. Additional results and their implications are discussed within.
Journal of Educational Technology Systems
College of Arts and Humanities
Fanfarelli, Joey R. and McDaniel, Thomas Rudy, "Individual Differences in Digital Badging: Do Learner Characteristics Matter?" (2015). Faculty Scholarship and Creative Works. 108.
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