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Do Badges Affect Intrinsic Motivation in Introductory Programming Students?

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  • Lisa Facey-Shaw
  • Marcus Specht
  • Peter van Rosmalen
  • Jeanette Bartley-Bryan

Abstract

Background. Programming is a challenging and highly important topic for introducing learners to our digital world. Research has shown that motivation plays a key role in programming performance. Gamification using digital badges has the potential to influence motivation, provide social recognition and encourage learner participation. More research is recommended to evaluate its motivational impact in different contexts. Intervention. This research explores the effects of badges on the intrinsic motivation levels of introductory programming students within a higher education institution. The course is offered during the first year of the programme. We report the results of a baseline study without badges and four subsequent badge experiments of different designs over a four-year period. Methods. This quasi-experimental study followed a pre-test/post-test design to measure the effects of badges on the intrinsic motivation levels of university-level introductory programming students. Badges were designed and implemented. Feedback via focus groups and a post-badge survey was collected. Results. Findings are inconclusive as the quantitative results suggest that badges did not increase intrinsic motivation scores. Contrastingly, badge survey and qualitative data indicate that badges were received more positively on average. Discussion. We analyse and discuss the results within the context of motivation and the programming discipline, and discuss external factors that may impact the relationship between gamification and motivation. Conclusion. Further research is necessary to investigate whether gamification , through the use of digital badges , can foster positive intrinsic motivational results, particularly in the well-known challenging domain of introductory programming .

Suggested Citation

  • 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.
    • Handle: RePEc:sae:simgam:v:51:y:2020:i:1:p:33-54
    DOI: 10.1177/1046878119884996
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    References listed on IDEAS

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    1. Rajagopal, 2014. "The Human Factors," Palgrave Macmillan Books, in: Architecting Enterprise, chapter 9, pages 225-249, Palgrave Macmillan.
    2. 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.
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    1. Timothy C. Clapper, 2020. "A Tribute to Some of Our Pioneers, Past and Present as We Move Beyond 50 Years With Simulation & Gaming," Simulation & Gaming, , vol. 51(1), pages 3-6, February.
    2. Vacius Jusas & Dominykas Barisas & Mindaugas Jančiukas, 2022. "Game Elements towards More Sustainable Learning in Object-Oriented Programming Course," Sustainability, MDPI, vol. 14(4), pages 1-20, February.

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