Effects of the Badge Mechanism on Self-Efficacy and Learning Performance in a Game-Based English Learning Environment

Yang, Jie Chi; Quadir, Benazir; Chen, Nian Shing

doi:10.1177/0735633115620433

Cited by 60 publications

(52 citation statements)

References 47 publications

(72 reference statements)

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“…Students may display these badges on their own social media or personal profiles, websites, etc (Casilli & Hickey, 2016). There are a growing number of examples of the practice of issuing digital badges with positive findings, including recent work in English education (Yang, Quadir, & Chen, 2015), medical education (Mehta, Hull, Young, & Stoller, 2013), and secondary STEM education (Elkordy, 2016).…”

Section: Digital Badgesmentioning

confidence: 99%

Developing laboratory skills by incorporating peer-review and digital badges

Seery

Agustian

Doidge

et al. 2017

Chem. Educ. Res. Pract.

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Laboratory work is at the core of any chemistry curriculum but literature on the assessment of laboratory skills is scant. In this study we report the use of a peer-observation protocol underpinned by exemplar videos. Students are required to watch exemplar videos for three techniques (titrations, distillations, preparation of standard solutions) in advance of their practical session, and demonstrate the technique to their peer, while being reviewed. For two of the techniques (titrations and distillations), the demonstration was videoed on a mobile phone, which provide evidence that the student has successfully completed the technique. In order to develop digital literacy skills, students are required to upload their videos to a video sharing site for instructor review. The activity faciliated the issuing of digital badges to students who had successfully demonstrated competency. Students' rating of their knowledge, experience, and confidence of a range of aspects associated with each technique significantly increased as a result of the activity. This work, along with student responses to questions, video access, and observations from implementation are reported in order to demonstrate a novel and useful way to incorporate peer-assessment of laboratory skills into a laboratory programme, as well as the use of digital badges as a means of incorporating and documenting transferable skills on the basis of student generated evidence.

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Section: Digital Badgesmentioning

confidence: 99%

Developing laboratory skills by incorporating peer-review and digital badges

Seery

Agustian

Doidge

et al. 2017

Chem. Educ. Res. Pract.

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show abstract

“…Educators also reported the positive effect of a scoring (reward) system for student engagement. Gamification techniques have been shown to positively affect learning performance of young language learners (Yang, Quadir & Chen, 2016). Relevant literature speaks for the benefits of simulations and games for acquiring language skills (Peterson, 2009).…”

Section: Discussionmentioning

confidence: 99%

Implementing a multimodal online program for very young learners of Russian: Educators' perspective

Kayumova

2019

Indonesian J. Appl. Linguist.

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CALL and MALL learning programs have been introduced by preschool teachers into their language classrooms (Sadykova, Kayumova, Khalitova, & Gimaletdinova, 2017; Segers & Verhoeven, 2003), despite reports saying that some of these programs have little educational value (Kazanci & Okan, 2009). This exploratory mixed-methods study aims at examining how Russian language kindergarten and preschool teachers integrate resources of a Russian language online school Live Fairytales™ (Zhivye skazki, 2017) and what design elements of this multimodal digital resource they find conducive or impediment to successful language acquisition by young learners. The data come from the reports of six teachers and survey responses of 18 educators who described and reflected on their experiences integrating resources of the Russian language online school. The data show that teachers made productive use of the digital resource by utilizing its multimodal presentation of the content, integrating interactive activities mostly in a whole-class format, and creating an engaging and enjoyable learning environment of play. Visual representation of material was reported to be the most valuable and necessary for accompanying audio input, introducing or practicing vocabulary, supporting listening comprehension, and overall motivating very young learners to stay on task. This study extends our understanding of what early childhood educators expect from quality digital resources and how they integrate them into educational programs that support language acquisition of bilingual and multilingual preschool children.

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“…They observed that badges and leaderboards had a more positive influence on students than points, avatars, levels, and virtual goods. Similarly, Yang et al (2016) found that digital badges and leaderboard rankings were crucial to enhancing the self-efficacy and learning performance of students studying English. They also suggested that a friendly, effective, enjoyable, and interesting game interface may help create a positive attitude that could enhance students' selfefficacy.…”

Section: Use Of Gamification With Schoolchildrenmentioning

confidence: 95%

A Review of the Applicability of Gamification and Game-based Learning to Improve Household-level Waste Management Practices among Schoolchildren

Magista¹,

Dorra²,

Pean³

2018

IJTech

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Knowledge strongly affects attitudes toward waste management; thus, embedding an environmental mentality at a young age is crucial. Game-based interventions, such as gamification and game-based learning, have huge potential to be effective learning tools. This paper examines the potential of gamification to improve waste management practices among schoolchildren through a narrative review of 25 papers on gamification for waste management and gamification for schoolchildren. The effectiveness of game-based learning and gamification in mitigating waste management issues with schoolchildren has not yet been well-described in the literature; however, the evolving market in related sectors is a strong indication of their potential. A robust understanding of social and behavioral theories is necessary for implementing gamification and game-based learning effectively. Additionally, the game elements, design, and mechanics that can achieve the most positive impacts should be explored further. It is hoped that this study will contribute to the body of knowledge in the environmental sector on gamification as an innovative process for improving household-level waste management behavior among schoolchildren.

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Effects of the Badge Mechanism on Self-Efficacy and Learning Performance in a Game-Based English Learning Environment

Cited by 60 publications

References 47 publications

Developing laboratory skills by incorporating peer-review and digital badges

Developing laboratory skills by incorporating peer-review and digital badges

Implementing a multimodal online program for very young learners of Russian: Educators' perspective

A Review of the Applicability of Gamification and Game-based Learning to Improve Household-level Waste Management Practices among Schoolchildren

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