Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/107774
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Type: Conference paper
Title: “Whither, badges?” or “wither, badges!”: a metastudy of badges in Computer Science education to clarify effects, significance and influence
Author: Falkner, N.
Falkner, K.
Citation: Proceedings of 14th Koli Calling International Conference on Computing Education Research, 2014 / vol.2014-November, iss.November, pp.127-135
Publisher: ACM New York
Issue Date: 2014
ISBN: 978-1-4503-3065-7
Conference Name: 14th Koli Calling International Conference on Computing Education Research (Koli Calling '14) (20 Nov 2014 - 23 Nov 2014 : Koli, Finland)
Statement of
Responsibility: 
Nickolas J. G. Falkner, Katrina E. Falkner
Abstract: Gamification is becoming a widely used technique in an at- tempt to improve engagement and effectiveness of learning, with virtual rewards (often in the form of badges) frequently forming a core part of this structure. But how do badges actually work? Recent studies in gamification have clearly identified that while we can say this approach works, any analysis of the success stories quickly confirms that context is essential in both the system we gamify and the users that take part. In the absence of context, a badge is obviously meaning and valueless, but studies in badge use generally refer to success without focusing on the underlying process and, in some cases, report significance without effect size, report the badge without the process or do not sufficiently isolate the variables to allow us to address what the influence of the badge is. In this paper, we classify the existing work to identify the existing research where badges have been evaluated in a way that appears significant, with properly established control groups, isolation of factors and longitudi- nal considerations, and with an exposure of the underlying process to determine if what we are seeing is a successful process in action that has a badge at the end, rather than a process that has been made successful through badge use. A badge system can be a proxy for scaffolding and an individ- ual badge can give focus much in the way we would expect in cognitive apprenticeship but both of these outcomes have strong implications that there is a definite limit to how many badges we award, the way in which they are contextualised and the training framework in which they are presented.
Keywords: Gamification, emprical study
Rights: Copyright is held by the author(s). Publication rights licensed to ACM. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from Permissions@acm.org.
RMID: 0030028397
DOI: 10.1145/2674683.2674698
Appears in Collections:Computer Science publications

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