DIGITAL BADGES AS REWARDS IN SCIENCE EDUCATION: STUDENTS’ PERCEPTIONS AND EXPERIENCES
Several studies have reported positive effects of digital badges on students’ academic performance and behavior. A digital badge serves as an indicator of an accomplishment or skill that can be showcased, accessed, and verified online. The researcher investigated how students perceive digital badges...
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Trường Đại học Đà Lạt
2024
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| Truy cập trực tuyến: | https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/256901 https://tckh.dlu.edu.vn/index.php/tckhdhdl/article/view/1212 |
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oai:scholar.dlu.edu.vn:DLU123456789-2569012024-12-29T01:13:09Z DIGITAL BADGES AS REWARDS IN SCIENCE EDUCATION: STUDENTS’ PERCEPTIONS AND EXPERIENCES Funa, Aaron A. Biology education Digital badges Gamification Pedagogy Science education Several studies have reported positive effects of digital badges on students’ academic performance and behavior. A digital badge serves as an indicator of an accomplishment or skill that can be showcased, accessed, and verified online. The researcher investigated how students perceive digital badges as rewards in a biology course through a phenomenological study. Gamified lesson plans and students’ portfolios were used to implement gamification and award digital badges. The study involved Filipino Grade 12 STEM students (n = 41) from a single intact class, and interviews were conducted with a subset of 10 students. By analyzing student responses in their portfolios and interviews, four key themes of digital badges were identified: class participation, learning outcomes, time management, and social interaction. The results revealed that these themes were influenced by factors such as competition, a sense of accomplishment, self-improvement, status recognition, and evidence of achievement. It was found that, while digital badges can be beneficial for high-performing students, they may have detrimental effects on low-performing students. The researcher recommended that the identified themes and their underlying drivers be considered when developing digital badges and in future studies on digital badges and gamification. 2024-12-29T00:39:18Z 2024-12-29T00:39:18Z 2024 Article 0866-787X https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/256901 https://tckh.dlu.edu.vn/index.php/tckhdhdl/article/view/1212 10.37569/DalatUniversity.14.2.1212(2024) en Dalat University Journal of Science, Volume 14, Issue 2; p.107-127 application/pdf Trường Đại học Đà Lạt |
| institution |
Thư viện Trường Đại học Đà Lạt |
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Thư viện số |
| language |
English |
| topic |
Biology education Digital badges Gamification Pedagogy Science education |
| spellingShingle |
Biology education Digital badges Gamification Pedagogy Science education Funa, Aaron A. DIGITAL BADGES AS REWARDS IN SCIENCE EDUCATION: STUDENTS’ PERCEPTIONS AND EXPERIENCES |
| description |
Several studies have reported positive effects of digital badges on students’ academic performance and behavior. A digital badge serves as an indicator of an accomplishment or skill that can be showcased, accessed, and verified online. The researcher investigated how students perceive digital badges as rewards in a biology course through a phenomenological study. Gamified lesson plans and students’ portfolios were used to implement gamification and award digital badges. The study involved Filipino Grade 12 STEM students (n = 41) from a single intact class, and interviews were conducted with a subset of 10 students. By analyzing student responses in their portfolios and interviews, four key themes of digital badges were identified: class participation, learning outcomes, time management, and social interaction. The results revealed that these themes were influenced by factors such as competition, a sense of accomplishment, self-improvement, status recognition, and evidence of achievement. It was found that, while digital badges can be beneficial for high-performing students, they may have detrimental effects on low-performing students. The researcher recommended that the identified themes and their underlying drivers be considered when developing digital badges and in future studies on digital badges and gamification. |
| format |
Article |
| author |
Funa, Aaron A. |
| author_facet |
Funa, Aaron A. |
| author_sort |
Funa, Aaron A. |
| title |
DIGITAL BADGES AS REWARDS IN SCIENCE EDUCATION: STUDENTS’ PERCEPTIONS AND EXPERIENCES |
| title_short |
DIGITAL BADGES AS REWARDS IN SCIENCE EDUCATION: STUDENTS’ PERCEPTIONS AND EXPERIENCES |
| title_full |
DIGITAL BADGES AS REWARDS IN SCIENCE EDUCATION: STUDENTS’ PERCEPTIONS AND EXPERIENCES |
| title_fullStr |
DIGITAL BADGES AS REWARDS IN SCIENCE EDUCATION: STUDENTS’ PERCEPTIONS AND EXPERIENCES |
| title_full_unstemmed |
DIGITAL BADGES AS REWARDS IN SCIENCE EDUCATION: STUDENTS’ PERCEPTIONS AND EXPERIENCES |
| title_sort |
digital badges as rewards in science education: students’ perceptions and experiences |
| publisher |
Trường Đại học Đà Lạt |
| publishDate |
2024 |
| url |
https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/256901 https://tckh.dlu.edu.vn/index.php/tckhdhdl/article/view/1212 |
| _version_ |
1819829309342220288 |