| Abstrakt: |
A digital badge (DB) is an online display that acknowledges the achievement of skills and competencies through explicit evidence. Despite the fact that the Internet has opened such new opportunities for learning, little is known about the role of motivation for learning in this context. To address this void, this study hinged on two learning motivation theories: achievement goal and deep and surface approaches to learning, and sought to examine how these precursors might be connected to students' different DB usages for learning. Data for the analysis were gathered from 47 undergraduate students who participated in a badge-based intervention plan utilizing Credly platform to create, issue and manage DBs. 208 badges were awarded during the intervention. Two factors of DB usages were detected: Learning orientation - DBs used to regulate learning, and Competitive orientation - reflecting students' usages of the DB method as a form of competition, by comparing the DB earned with their peers. Partial Least Squares analyses indicated positive connections between the following factors: Mastery goal and learning orientation; performance goal and competitive orientation; deep learning and learning orientation; and surface learning and competitive orientation. DBs might stimulate deep learners to take control of their learning, and surface ego-involved learners to earn more badges than their peers. Hence the effects of DB -yielding learning opportunities might vary with different ability learners; therefore, DBs cannot be perceived as effective tools for learning in all settings but rather should be used jointly with other assessment strategies. [ABSTRACT FROM AUTHOR] |
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