21st Century Rewards: A Case Study of Khan Academy and Digital Badges from an Educational Psychology Perspective
PROCEEDINGS
Andrea Zellner, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Digital badges are used as rewards for and representations of student learning within online learning systems from K12 to adult learning contexts. It is largely unknown what impacts the use of these badge rewards have on student motivation to learn. This case study of digital badges in the Khan Academy site examines the question of student motivation in badge systems. Through participant-observation the use of badges was interpreted through the lenses of three broad motivational concepts —extrinsic motivation, goal orientations, and intrinsic motivation—and uses these ideas to theorize motivational outcomes for learners in badge systems. Implications for teacher practices with badge systems are discussed.
Citation
Zellner, A. (2015). 21st Century Rewards: A Case Study of Khan Academy and Digital Badges from an Educational Psychology Perspective. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1899-1906). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/150260/.
© 2015 Association for the Advancement of Computing in Education (AACE)
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