A taxonomy for digital badge design in medical technologies

McDaniel, Rudy

doi:10.1109/segah.2016.7586254

Cited by 4 publications

(3 citation statements)

References 17 publications

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“…The factors influencing gamification in healthcare can be categorized into interface and user components. The interface components include purpose, content, audience, economics, application area, sociality, technology [ 29 ], guidelines, and narrative [ 30 ]. The user components encompass participation [ 30 ], user preference, intention [ 31 ], attention, knowledge, problem-solving competency, memory, and strategy [ 12 ] ( Fig.…”

Section: Resultsmentioning

confidence: 99%

Attraction and achievement as 2 attributes of gamification in healthcare: an evolutionary concept analysis

Kim

2024

J Educ Eval Health Prof

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Purpose: This study conducted a conceptual analysis of gamification in healthcare utilizing Rogers' evolutionary concept analysis methodology to identify its attributes and provide a method for its applications in the healthcare field. Gamification has recently been used as a health intervention and education method, but the concept is used inconsistently and confusingly. Methods: A literature review was conducted to derive definitions, surrogate terms, antecedents, influencing factors, attributes (characteristics with dimensions and features), surrogate concepts, consequences, implications, and hypotheses from various academic fields. A total of 56 journal articles in English and Korean, published between August 2 and August 7, 2023, were extracted from databases such as PubMed Central, the Institute of Electrical and Electronics Engineers, the Association for Computing Machinery Digital Library, the Research Information Sharing Service , and the Korean Studies Information Service System, using the keywords “gamification” and “healthcare.” These articles were then analyzed. Results: Gamification in healthcare is defined as the application of game elements in health-related contexts to improve health outcomes. The attributes of this concept were categorized into two main areas: attraction and achievement. These categories encompass various strategies for synchronization, enjoyable engagement, visual rewards, and goal-reinforcing frames. Conclusion: Through a multidisciplinary analysis of the concept's attributes and influencing factors, this paper provides practical strategies for implementing gamification in health interventions. When developing a gamification strategy, healthcare providers can reference this analysis to ensure the game elements are used both appropriately and effectively.

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Section: Resultsmentioning

confidence: 99%

Attraction and achievement as 2 attributes of gamification in healthcare: an evolutionary concept analysis

Kim

2024

J Educ Eval Health Prof

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“…For example, how and when students are notified of badges, whether students can view peer badges, and the features and limitations of the badge platform can impact learner interaction with the badge environment, participation, engagement and overall badge experience. Ironing out technical badge implementation challenges prior to implementation (McDaniel, 2016), and testing and adapting after implementation (Pitt et al, 2019) can help to increase success.…”

Section: Discussionmentioning

confidence: 99%

Do Badges Affect Intrinsic Motivation in Introductory Programming Students?

Facey-Shaw

Specht

Rosmalen³

et al. 2019

Simulation & Gaming

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Background. Programming is a challenging and highly important topic for introducing learners to our digital world. Research has shown that motivation plays a key role in programming performance. Gamification using digital badges has the potential to influence motivation, provide social recognition and encourage learner participation. More research is recommended to evaluate its motivational impact in different contexts. Intervention. This research explores the effects of badges on the intrinsic motivation levels of introductory programming students within a higher education institution. The course is offered during the first year of the programme. We report the results of a baseline study without badges and four subsequent badge experiments of different designs over a four-year period. Methods. This quasi-experimental study followed a pre-test/post-test design to measure the effects of badges on the intrinsic motivation levels of university-level introductory programming students. Badges were designed and implemented. Feedback via focus groups and a post-badge survey was collected. Results. Findings are inconclusive as the quantitative results suggest that badges did not increase intrinsic motivation scores. Contrastingly, badge survey and qualitative data indicate that badges were received more positively on average. Discussion. We analyse and discuss the results within the context of motivation and the programming discipline, and discuss external factors that may impact the relationship between gamification and motivation. Conclusion. Further research is necessary to investigate whether gamification, through the use of digital badges, can foster positive intrinsic motivational results, particularly in the well-known challenging domain of introductory programming.

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“…This finding confirms that digital badges may not be as effective as a simple "add-on" but may need to be incorporated into deeper and more fundamental changes to instructional design (Stetson-Tiligadas, 2017). Badge taxonomies (McDaniel, 2016) and digital badges possess great synergy with digital game-based learning environments and may contribute to authentic assessment opportunities through these media. Other research suggests badging may be a significant predictor of student self-efficacy and, therefore, learning performance (Yang, Quadir, & Chen, 2016), enabling instructors in online environments to readily identify which students have less self-efficacy and may require greater encouragement.…”

Section: Creating Authenticity In Assessmentmentioning

confidence: 99%