This paper aims to focus on two areas of digital badge design that impact learner experience: the value and meaning of badges outside of their original context and badge function and platform functionality that impact learner experience.
This research uses a design-based research approach. For this paper, components of badge systems were analyzed to identify the characteristics of learning experiences in each program.
Findings in this paper are from a National Science Foundation-funded project where digital badge systems were co-designed to connect informal science learning with college credit. The badge design principles presented to address the value of badges and badge function and platform functionality, as well as making program design more systematic and using badge design as a conceptual, organizing design framework for improved educational programs.
Though this research is limited in the number of programs examined, the findings provide a framework for the language and standards to discuss and implement digitals badges.
This paper will be of use to programing developers seeking to integrate badges into their educational programs or simply reexamine their educational goals and opportunities for learners.
This paper challenges the conventional use of badges for simply increasing learner engagement by illustrating that the badge design and development process can improve program design and subsequent learner experience rather than serving purely as a learner motivational tool.
The authors would like to thank all of the informal educators, youth and faculty who partnered with us in this project. This work was supported by grant NSF AISL DRL-1322512 from the National Science Foundation. All opinions expressed are those of the authors and do not represent the positions of NSF.
Horstman, T., Tierney, G. and Tzou, C. (2020), "Design principles for creating digital badges to support learning", Information and Learning Sciences, Vol. 121 No. 11/12, pp. 889-907. https://doi.org/10.1108/ILS-02-2020-0042Download as .RIS
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