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Students’ Perception of Using Digital Badges in Blended Learning Classrooms

Author

Listed:
  • Li Zhou

    (Ph.D. Program of Technology Management, Chung-Hua University, Hsinchu 30012, Taiwan
    Huaiyin Institute of Technology, Huai’an 223003, China)

  • Liwen Chen

    (Department of Technology Management, Chung-Hua University, Hsinchu 30012, Taiwan)

  • Qinman Fan

    (Huaiyin Institute of Technology, Huai’an 223003, China)

  • Yueli Ji

    (College of Liberal Art, Huaibei Normal University, Huaibei 235000, China)

Abstract

A digital badge system with a leaderboard ranking was implemented in an 18-week course offered by a Chinese mainland university during the 2018 Spring Semester. Fifty-four junior college students participated in this study, and the learning activities were based on a combination of online and offline methods using the Moodle system. The purpose of the study was to explore these college students’ perception of digital badges in blended learning classrooms as well as their perception of digital badges in general. Q methodology was used in a single case study of the students’ subjective experience of digital badges, and thirty-six Q-statements were selected after a comprehensive reflection of their views of digital badges. The participants were asked to sort the statements to model their opinion in a modified rank-order procedure. Twenty-two valid sorts were entered for the analysis, and three factors were identified to represent groups of participants with similar views. The results are discussed based on the views of students at a local university in mainland China and the way their demographic characteristics related to their perception of digital badges.

Suggested Citation

  • Li Zhou & Liwen Chen & Qinman Fan & Yueli Ji, 2019. "Students’ Perception of Using Digital Badges in Blended Learning Classrooms," Sustainability, MDPI, vol. 11(7), pages 1-18, April.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:7:p:2151-:d:221727
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    References listed on IDEAS

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    1. Felicia Andrioni, 2018. "Cross-European Perspective in Social Work Education: A Good Blended Learning Model of Practice," Sustainability, MDPI, vol. 10(5), pages 1-15, May.
    2. J. H. Jung & Christoph Schneider & Joseph Valacich, 2010. "Enhancing the Motivational Affordance of Information Systems: The Effects of Real-Time Performance Feedback and Goal Setting in Group Collaboration Environments," Management Science, INFORMS, vol. 56(4), pages 724-742, April.
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    Cited by:

    1. Lisa Facey-Shaw & Marcus Specht & Peter van Rosmalen & Jeanette Bartley-Bryan, 2020. "Do Badges Affect Intrinsic Motivation in Introductory Programming Students?," Simulation & Gaming, , vol. 51(1), pages 33-54, February.
    2. Clemente Rodríguez-Sabiote & Álvaro Manuel Úbeda-Sánchez & José Álvarez-Rodríguez & Daniel Álvarez-Ferrándiz, 2020. "Active Learning in an Environment of Innovative Training and Sustainability. Mapping of the Conceptual Structure of Research Fronts through a Bibliometric Analysis," Sustainability, MDPI, vol. 12(19), pages 1-18, September.
    3. Muharman Lubis & Muhammad Azani Hasibuan & Rachmadita Andreswari, 2022. "Satisfaction Measurement in the Blended Learning System of the University: The Literacy Mediated-Discourses (LM-D) Framework," Sustainability, MDPI, vol. 14(19), pages 1-29, October.

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