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 badge...
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| Language: | English |
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Dalat University
2024-06-01
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| Series: | Tạp chí Khoa học Đại học Đà Lạt |
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| Online Access: | https://tckh.dlu.edu.vn/index.php/tckhdhdl/article/view/1212 |
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| author | Aaron A. Funa |
| author_facet | Aaron A. Funa |
| author_sort | Aaron A. Funa |
| collection | DOAJ |
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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.
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| format | Article |
| id | doaj-art-4086bacb57a84628a9ec1ab78d0dca5a |
| institution | Kabale University |
| issn | 0866-787X |
| language | English |
| publishDate | 2024-06-01 |
| publisher | Dalat University |
| record_format | Article |
| series | Tạp chí Khoa học Đại học Đà Lạt |
| spelling | doaj-art-4086bacb57a84628a9ec1ab78d0dca5a2025-02-12T01:00:51ZengDalat UniversityTạp chí Khoa học Đại học Đà Lạt0866-787X2024-06-0114210.37569/DalatUniversity.14.2.1212(2024)DIGITAL BADGES AS REWARDS IN SCIENCE EDUCATION: STUDENTS’ PERCEPTIONS AND EXPERIENCESAaron A. Funa0https://orcid.org/0000-0002-6648-8825Sorsogon State University 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. https://tckh.dlu.edu.vn/index.php/tckhdhdl/article/view/1212Biology educationDigital badgesGamificationPedagogyScience education. |
| spellingShingle | Aaron A. Funa DIGITAL BADGES AS REWARDS IN SCIENCE EDUCATION: STUDENTS’ PERCEPTIONS AND EXPERIENCES Tạp chí Khoa học Đại học Đà Lạt Biology education Digital badges Gamification Pedagogy Science education. |
| title | 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_short | DIGITAL BADGES AS REWARDS IN SCIENCE EDUCATION: STUDENTS’ PERCEPTIONS AND EXPERIENCES |
| title_sort | digital badges as rewards in science education students perceptions and experiences |
| topic | Biology education Digital badges Gamification Pedagogy Science education. |
| url | https://tckh.dlu.edu.vn/index.php/tckhdhdl/article/view/1212 |
| work_keys_str_mv | AT aaronafuna digitalbadgesasrewardsinscienceeducationstudentsperceptionsandexperiences |