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The purpose of this paper is to provide an argument why digital badges in higher education should be used as an assessment tool and not only as a credentialing mechanism.

This paper unpacks the use of digital badges in videogames and explains how it aligns with quality assessment practices. Several research studies are provided as examples of this alignment.

Because different people have different reactions to different badges, some people will likely be best served by badges that are designed to be assessments.

The meta-analysis in this paper helps to shift current thinking on the use of digital badges in higher education away from a framework that only considers badges as credentials. Digital badges that are designed as assessments can be educative for learners who would otherwise not benefit from its use.

On Instagram, a verified badge (a blue checkmark) is used to confirm the authenticity of influencers' accounts for consumers. Yet, it is unclear whether followers trust the badge or are influenced by the influencer's large following. This research aims to investigate the impact of verified badges on followers' trust and behavioral intentions.

This research conducts three experiments to investigate the impact of the verified badge on consumer attitudes and behavioral intentions, recruiting participants from freelance recruiting website in all three experiments.

The results show that a verified badge can sequentially influence consumer trust, attitude and sharing intentions. Furthermore, the impact of the verified badge on trust is more pronounced among micro-influencers as opposed to macro-influencers, and it can mitigate the negative attitude toward commercial postings.

Based on trust transfer theory, this research is a pioneer in investigating the effectiveness of verified badges on social media. These findings contribute to the field of influencer marketing by considering influencers' characteristics and the commercial intent of postings as moderators. Additionally, the results offer managerial insights for developing influencer marketing strategies.

Recognizing, tracking and providing mechanisms for sharing an individual's comprehensive record of learning is necessary and essential for both her agency over and ability to manage sharing her qualifications with parties whom she desires to be aware of her learning record. In doing so, she may capture and present degrees, certifications, microcredentials or badges representing varying levels of knowledge, skill and abilities (KSAs) achieved in both formal and informal educational experiences. This paper aims to discuss the aforementioned ideas.

In the USA, competency frameworks are gaining more solid footing with both higher education institutions and employers as both move to address the changing landscape of education-to-work preparation and the relationships that exist between them. The need to support lifelong learning and the various pathways that individuals traverse in and out of educational pursuits and the workforce require a more personalized approach.

This paper will discuss the drivers of the newfound traction of competency frameworks among higher education and employers within the USA, present examples of the frameworks and how they are being applied to address the common interests of educators, employers and the learner/earners, and explain the role badges and microcredentials play in capturing and recognizing the broad spectrum of learning, skills and competencies achieved by an individual throughout the lifelong learning journey.

The digital badging taxonomy and concept of using badges as a representation of a unit of competency, both introduced in this paper, provide a unique strategy for contextualizing the relationship between levels of cognitive domain recognized in academic settings and the language of KSAs used by employers.

Online travel reviews platforms have become innovative information systems due to the incorporation of sophisticated gamification elements such as visually appealing badges. This study aims to analyze three features of the review after leveling up a badge: review length (number of words), sentiment scoring and period between two successive reviews (number of days until the next review is written).

A total of 77,000 online TripAdvisor reviews written by 100 frequent travelers and contributors are analyzed using a data mining approach. A data-based sensitivity analysis is then conducted to provide an understanding of the data mining trained models.

The results show evidence that badges appealing for self-pride (“badge passport”) and for peer-recognition (“badge helpful”) have significant influence across the lifespan of online review, whereas badges simply awarded by counting the contributions have little effect.

To the best of the authors’ knowledge, this study provides the first analysis of how an experienced traveler is influenced as the badges and points are being awarded. Intrinsic motivational factor to award badges for standard contributions scarcely influence user behavior. Badges need to be designed to reward accomplishments that are not so trivial to be achieved and that do not depend entirely on the user.

在线旅游评论平台已成为创新的信息系统, 这也是由于结合了复杂的游戏化元素, 例如具有视觉吸引力的徽章。本研究旨在分析升级徽章后评论的三个特征：评论长度（字数）、情绪评分和两次连续评论之间的时间段（距离撰写下一次评论的天数）。

本研究使用数据挖掘方法分析了由 100 位常旅客和贡献者撰写的总共 77,000 条在线 TripAdvisor 评论。然后进行基于数据的敏感性分析 (DSA), 以提供对数据挖掘训练模型的理解。

结果表明, 具有自我自豪感（“徽章护照”）和同行认可（“徽章有帮助”）的徽章在在线评论的整个生命周期中具有显着影响, 而仅通过计算贡献来授予徽章几乎没有影响。

本研究首次分析了经验丰富的旅行者在获得徽章和积分时受到的影响。奖励标准贡献徽章的内在动机因素几乎不会影响用户行为。需要设计徽章来奖励那些并非微不足道且不完全取决于用户的成就。

Research assessment has long been important for directing research funding, rationalizing research organizations and enhancing productivity, including concentrating on specialized subjects. But due to a lack of data, research assessment procedures centered on simple indicators that solely included publications and their citation counts. The Dimensions is one such prodigy of technological evolution like the internet in discovering the research data metrics.

This paper outlines Dimensions, the emergence of Dimensions by partnering with various development partners into a single robust platform and provides directions on implementing a free tool for research insights: Dimensions badge.

The Dimensions platform for research insights pulls together data on financing, publications, policy, patents and grants.

This tool is freely available to libraries worldwide.

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 purpose of this article is to discuss the collaborative learning outcomes-based approach taken by a librarian and disciplinary faculty members to improve information literacy (IL) curriculum within disciplinary courses. To this end, the team aimed to award badges to certify IL skills.

This article considers relevant literature on competency-based curriculum, technological innovation in higher education, collaboration between library and disciplinary faculty and badges. This literature is used to frame the approach to plan a successful and sustainable project to embed IL in disciplinary curriculum using digital badges. The approach includes mapping learning outcomes and engaging in instructional design tasks – including planning for content delivery and student assessment.

An approach to technological innovation for instructional projects based on the principles of pedagogical design can result in improvements to IL pedagogy and collaboration between librarians and disciplinary faculty, whether or not a technological implementation is successful.

Librarians and disciplinary faculty can take a pedagogical and learning outcomes-based approach to embedding IL into disciplinary curricula. Further, despite administrative push for technological innovation, projects can succeed when focused on improvements to pedagogy rather than solely on the implementation of new technologies.

Planning for and implementing badges for IL curriculum is in an incipient phase in higher education. This paper uniquely addresses a collaborative approach to be used by librarians to plan and implement embedded library instruction in disciplinary courses, with or without the use of badging technology.

This paper aims to describe the development of a digital badge for a discipline-specific course in chemistry that was undertaken as part of an overall course redesign. Learning outcomes were developed based on both disciplinary standards for undergraduate students and the ACRL Framework for Information Literacy for Higher Education. The badge was designed as a series of challenges and awarded based on successful completion of both the challenges and an associated writing assignment.

This paper considers relevant literature on the application of andragogy (adult learning theory) for online learning, a proposed theoretical framework for digital badge systems, the instructional design principles used for this project, and the potential for using badges for delivering information literacy instruction. The application is supported by examples from academic libraries and this case study, with a specific focus on information literacy.

Andragogy is highly applicable to online learning but is not the only learning theory relevant to the design of digital badges. Multiple learning theories may be applied during the design process using instructional design principles. Digital badges present one mode of delivering instructional content, but the learning theory and design principles applied are far more important than the delivery mode.

Drawing on both learning theory and instructional design principles, this paper addresses ways in which librarians and educators can develop digital badges or badge systems that align with both curricular needs and the concept-based approach of the Framework.

This paper aims to investigate the potential for digital badges to support alternate learning and career pathways in formal and informal learning environments. Stakeholder groups in higher education and industry discussed how digital badges might transform current processes of admitting undergraduate students and hiring young professionals.

This research uses a thematic analysis of in-depth interviews with 30 stakeholders in higher education and the technology industry.

Interview participants expressed optimism about the potential for digital badges to make learning pathways visible to learners and external audiences and to promote equity in STEM (STEM: science, technology, engineering, and mathematics) education and careers. Participants noted several obstacles, largely focused on issues of credibility and logistics of working with badges across settings.

Though the research approach is limited in geographic scope, the findings have broad applicability and insight for the use of digital badges in general.

Education policymakers, employers and scholars will be able to use the insights from this investigation in their efforts to find innovative ways to expand and diversify the STEM workforce, as well as support a wider range of learners than is currently supported by initiatives aligned with the school-to-workforce pipeline metaphor.

This paper directly confronts issues of real-world applications of digital badges by discussing practical implications with college admissions officers and employers. The current study fills a need for research that investigates the use of digital badges across – as opposed to within – contexts.