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Taking badges to school: A school-based badge system and its impact on participating teachers
ARTICLE

, Children's Museum of Pittsburgh, United States ; , University at Buffalo - SUNY, United States ; , Massachusetts Institute of Technology, United States ; , University of Pittsburgh, United States

Computers & Education Volume 95, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

While current research on badges typically examines the relationship between badges and learners' motivation, this study explores a badge system's impact on participating teachers. Through qualitative analysis, the data suggests that the badge system provides teachers with new information about students not readily available through typical school-based interactions. Additionally, while the badge system initiated new meetings and opportunities for teachers' joint work, the data did not suggest that these collaborative activities established a public practice of instruction for participating teachers nor did the teachers report changes in their instructional practice. The paper ends with implications and plans for future research.

Citation

Wardrip, P.S., Abramovich, S., Kim, Y.J. & Bathgate, M. (2016). Taking badges to school: A school-based badge system and its impact on participating teachers. Computers & Education, 95(1), 239-253. Elsevier Ltd. Retrieved October 19, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2016.01.008

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