Do Badges Affect Intrinsic Motivation in Introductory Programming Students?

Abstract

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.

Strengthening Motivation in the Mathematical Engineering Teaching Processes – A Proposal from Gamification and Game-Based Learning

“…Some professors who participated in the research indicated that students constantly request an increase in the quantitative assessment if they are actively involved in the initiative. This can promote an increase in extrinsic motivation, affecting the intrinsic motivation of the being, in coherence with what was exposed by [65], [66]. This should be reviewed in more detail in future work.…”

Do Badges Increase Student Engagement and Motivation?

“…In contrast, according to Reid et al [23], learners with high expectancy toward their course domain had higher intrinsic motivation to earn the course badges, but that was not valid for low-expectancy students. More recently, Facey-Shaw et al [15] reported a 3-year study on the effects of badges on students' intrinsic motivation in an Introductory programming course. Intrinsic Motivation Inventory (IMI) was employed to assess participants' subjective experiences while conducting an activity.…”

“…The empirical work that has been done on the impacts of badges on learners' motivation had also produced conflicting results [12]. Notably, studies on the effects of gamification on learners' motivation demonstrated positive, neutral, and negative results ( [13], [14], [15]). Such conflicting results suggest that several contextual factors can play a role in influencing motivational mechanisms.…”

An Examination and Extension of the Theory of Gamified Learning: The Moderating Role of Goal Orientation

“…In the literature on adult learning, badges have been used to target intrinsic and extrinsic motivation (Facey-Shaw, Specht, Van Rosmalen, & Bartley-Bryan, 2020; Hakulinen, Auvinen, & Korhonen, 2015; Mekler, Brühlmann, Opwis, & Tuch, 2013; Morris, Dragovich, Todaro, Balci, & Dalton, 2019) as well as signal achievement and serve as a feedback mechanism for self-regulated learning (Cheng, Richardson, & Newby, 2020; Gamrat, Zimmerman, Dudek, & Peck, 2014; Hakulinen & Auvinen, 2014; McDaniel & Fanfarelli, 2016; Newby & Cheng, 2020; Randall, Harrison, & West, 2013). However, there is mixed support for the effectiveness of badges for motivation purposes with some arguing it adds no value above liking the badges (Hanus & Fox, 2015; Mekler et al, 2013; Morris et al, 2019, Facey-Shaw et al, 2020). Nonetheless, there is evidence in favor of the use of badges to increase time on task and participation (Hakulinen, Auvinen, & Korhonen, 2015; Hamari, 2017), competence (Sailer et al, 2017), confidence (Newby & Cheng, 2020) and course performance (Dominguez et al, 2013, Newby & Cheng, 2020).…”