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The impact of digital achievement ba...

Stetson-Tiligadas, Susan M.

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The impact of digital achievement badges on undergraduate learner motivation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The impact of digital achievement badges on undergraduate learner motivation./
Author:	Stetson-Tiligadas, Susan M.
Description:	133 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10037460
ISBN:	9781339548128

The impact of digital achievement badges on undergraduate learner motivation.
Stetson-Tiligadas, Susan M.

The impact of digital achievement badges on undergraduate learner motivation. - 133 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2016.

Learner motivation has been extensively researched through behaviorist theories, self-efficacy theory, and achievement-goal theory, but research into the use of digital badges as an instructional strategy to increase learner motivation is still limited. Fostering learner motivation can be particularly important in reluctant learner populations, such as undergraduate learners in general education courses. The purpose of this quasi-experimental study was to explore the use of digital achievement badges as an innovative design strategy on the motivation of undergraduate learners in a general education course. Motivation levels of 53 learners in four sections of the same course were measured using the Motivated Strategies for Learning Questionnaire (MSLQ) as a pre-test. Over a 13-week semester, learners had the opportunity to take five formative online assessments through the learning management system. The treatment group could earn two levels of achievement badges along with their assessment scores. The control group received only scores. The MSLQ was again given as the post-test and a comparison of scores was made to determine the effect of badges. Findings revealed no significant differences in the motivation levels of the control and treatment groups. Furthermore, no significant difference was found between motivation levels learners of different genders or majors in the treatment group. Lastly, study results showed no difference in the number of times students in the treatment group attempted the formative assessments versus students in the control group. Digital badges and other instructional strategies aimed at increasing learner motivation may not be as effective as fundamental changes in the learning design which incorporate ways for learners to connect the course concepts to their own context. Findings in this study add empirical evidence to inform instructional designers' decisions about the use of digital badges to prevent those decisions being based solely on trends or notoriety of techniques which need further investigation. Other studies should explore whether sharing badges with peers in the same course or providing an incentive to complete the formative assessments has an effect on the number of badges earned or on motivation.

ISBN: 9781339548128Subjects--Topical Terms:

3172279
Instructional design.

The impact of digital achievement badges on undergraduate learner motivation.
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245 1 4 $a The impact of digital achievement badges on undergraduate learner motivation.
300 $a 133 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Adviser: Roderick Sims.
502 $a Thesis (Ph.D.)--Capella University, 2016.
520 $a Learner motivation has been extensively researched through behaviorist theories, self-efficacy theory, and achievement-goal theory, but research into the use of digital badges as an instructional strategy to increase learner motivation is still limited. Fostering learner motivation can be particularly important in reluctant learner populations, such as undergraduate learners in general education courses. The purpose of this quasi-experimental study was to explore the use of digital achievement badges as an innovative design strategy on the motivation of undergraduate learners in a general education course. Motivation levels of 53 learners in four sections of the same course were measured using the Motivated Strategies for Learning Questionnaire (MSLQ) as a pre-test. Over a 13-week semester, learners had the opportunity to take five formative online assessments through the learning management system. The treatment group could earn two levels of achievement badges along with their assessment scores. The control group received only scores. The MSLQ was again given as the post-test and a comparison of scores was made to determine the effect of badges. Findings revealed no significant differences in the motivation levels of the control and treatment groups. Furthermore, no significant difference was found between motivation levels learners of different genders or majors in the treatment group. Lastly, study results showed no difference in the number of times students in the treatment group attempted the formative assessments versus students in the control group. Digital badges and other instructional strategies aimed at increasing learner motivation may not be as effective as fundamental changes in the learning design which incorporate ways for learners to connect the course concepts to their own context. Findings in this study add empirical evidence to inform instructional designers' decisions about the use of digital badges to prevent those decisions being based solely on trends or notoriety of techniques which need further investigation. Other studies should explore whether sharing badges with peers in the same course or providing an incentive to complete the formative assessments has an effect on the number of badges earned or on motivation.
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