Learning Plan

• Create an annotated bibliography of about 10 or more articles
• Summarize articles with key points for each.
• Write down any useful quotes and organize articles based on categories.
• Keep a digital log of research processes (databases, terms searched etc…)
• Discuss findings of overall research topic area with the class.

Topic: Does digital badging help promote language learning?

Terms searched: Digital Badging and French language learning, Digital Badging and language learning, Digital Badging and ESL

Databases used : UVic Library

Sub categories (reflected as tags in right hand side of table for each article. See Useful Quotes and Connection to Practice/Research

Annotated Bibliography

Ady, K. Kinsella, K., & Paynter, A. (2015). Digital distinction: Badges add a new dimension to adult learning. Journal of Staff Development, 36(4), 24-27.

            This article defines digital badges and discusses their purpose for adult learners. This journal article focuses on the implementation of a system that focuses on mastery and using digital badges. At Cherry Creek School District in Colorado, educators developed and implemented professional learning through digital badges. This study evaluated this new approach to professional learning and followed a qualitative data analysis that shared anecdotal comments of the use of digital badges. Therefore, this emphasized a personalized approach to learning and allows for professional learning to be recognized through informal credentials such as digital badges. 

Alt, D. (2023). Who benefits from digital badges? Motivational precursors of digital badge usages in higher education. Current Psychology, 42(8), 6629–6640. https://doi.org/10.1007/s12144-021-02002-0

            This study investigated the digital badge platform Credly. It further looks at learning theories (achievement goal and deep and surface approaches to learning) related to motivation. This research took place with Education students at a college in Israel. This study recognizes that badging does not work in all learning settings and that it is more effective to use badges alongside other assessment strategies. Additionally, it puts forward the idea of learning orientation and competitive orientation, and how these factor into badging systems. Some of the findings noticed some connections of factors including competitive orientation often associated to performance goals. This study’s results concluded that mastery and self-regulation were attained with the help of digital badges; however, this may not be the only reason for this drive. Ultimately, this study focuses on theories and learning outcomes.

Başal, A., & Kaynak, N. E. (2020). Perceptions of pre-service English teachers towards the use of digital badges. Innovations in Education and Teaching International, 57(2), 148–162. 

            This mixed-methods study uses quantitative data to elaborate on the benefits of digital badges and qualitative data (collected through a questionnaire) to elaborate on the common themes and perspectives of teacher candidates. This study focuses on pre-service teachers located at a state university in Turkey. Additionally, the research provides examples of digital badges with descriptions of their uses and how it affects motivation of students. It also outlines some key limitations and benefits of digital badging in correlation to English Language Teachers. Ultimately, this study focuses on using badges as a form of assessment rather than based on outcome or skill development.

Cucchiara, S., Giglio, A., Persico, D., & Raffaghelli, J. E. (2014). Supporting Self-regulated Learning Through Digital Badges: A Case Study. In Y. Cao, T. Väljataga, J. K. T. Tang, H. Leung, & M. Laanpere (Eds.), New Horizons in Web Based Learning (pp. 133–142). Springer International Publishing. https://doi.org/10.1007/978-3-319-13296-9_15

This paper uses a case study to address the effectiveness of digital badging on self-regulated learning in an online course. The case study evaluates competencies and connects learning experiences to lifelong learning. Ultimately concluding that badges allow students in post-secondaries to evaluate their goals, and connect their personal learning experiences and learning process. All in all, this paper shares some key ideas related to the role of digital badges with self-regulated learning and adult learners

Cruaud, C. (2018). The playful frame: Gamification in a French-as-a-foreign-language class. Innovation in Language Learning and Teaching, 12(4), 330–343. https://doi.org/10.1080/17501229.2016.1213268

            This article follows a user centered approach to evaluate the effectiveness of gamification in foreign language classes. This study took place over an entire school year where they tested an application that was designed for the purpose of this study, with playfulness and gamification in mind. This research took place in a Norwegian upper secondary class and followed up with interviews based on the students experiences with the application. Thus emphasizing the relationship of engagement, further learning and autonomy related to gamification. In order to analyze the effects of gamification this article also discusses the four dimensions of play, Henriot and Silva theories which is an analytical framework. The design of this application was quest based and rewarded users with badges. Various badges exist in this system including secondary badges that support progression and feedback as well as more competitive nature badges which evidence in the study shared that this supported the motivation of learning that was being analyzed.

 Homer, R., Hew, K. F., & Tan, C. Y. (2023). Comparing Digital Badges-and-Points with Classroom Token Systems.

            This study uses experimental groups to look at Class Dojo and digital badges points systems in classrooms and control groups (class points system that was not digitalized). The research evaluates multiple grade groups from Grade 1 to 4. The main focus of this article was on badges and point systems related to behaviour and language motivation in English Second Language classrooms. The analysis connected motivation to learning and practicing an additional language, and includes survey results of both experimental and control classes. Further comparisons of the two groups also investigated the teachers perspective of using this system. Ultimately, this study uses a common resource to test its effectiveness and concludes that learners felts more responsibility and autonomy in their learning. As a result, this study promotes badges and motivation by encouraging language learning as well as positive behaviours with extrinsic motivators of earning badges.

McCollum, R. M., & Reed, E. T. (2020). Developing a Badge System for a Community ESL Class Based on the Canadian Language Benchmarks. Canadian Journal of Applied Linguistics, 23(2), 228–236. https://doi.org/10.37213/cjal.2020.30438

            This article follows an exploratory study that analyzes the development of a badge system (an adaptation of Canadian Language Benchmarks into a CLB-badging system) in an English Second Language course. The author suggests that there is still further research to be conducted based on badges and language learning benefits. This article recognizes some of the challenges of language classrooms and the varying levels of proficiency. These problems and diversity of classrooms are known to be common amongst many language learning and regular classrooms. As such, it further investigates a learner centered approach that uses badges as a means to uplift motivation and assess curriculum purposefully.

 Perry, B. (2015). Gamifying French Language Learning: A Case Study Examining a Quest-based, Augmented Reality Mobile Learning-tool. Procedia – Social and Behavioral Sciences, 174, 2308–2315. https://doi.org/10.1016/j.sbspro.2015.01.892

A case study was used to evaluate the effectiveness of a virtual reality immersive French environment in a minority context. This study was implemented in a French course at the University of Victoria. The goal of the research was to launch and assess the first French virtual experience game using the University of Victoria campus and the French language. As such GPS, game based elements and augmented reality were used to create this learning context in order to promote French language learning. This was a prototype tool that aimed to motivate, engage and promote the learning process in an authentic immersive experience in French. Throughout the study, qualitative and quantitative data were used. Survey questionnaires, prior and post experience, were conducted. Focus groups shared their involvements indicating their positive experiences with the tool and described it as “fun, motivating, useful, relevant”. This was the beginning stages of the authors research.

Reid, A. J., Paster, D., & Abramovich, S. (2015). Digital badges in undergraduate composition courses: Effects on intrinsic motivation. Journal of Computers in Education, 2(4), 377–398. https://doi.org/10.1007/s40692-015-0042-1

This study was conducted at Coastal Carolina University in a first year English class. The goal of this study was to look at this English composition course and determine the effects of a digital badging system. The use of the badges in this study represents important course outcomes and were primarily used for assessments. Intrinsic motivation, benefits to learning and the feeling of digital badging were some of the key factors evaluated. Furthermore, this study discusses the implementation of digital badging methods as the group of professors created a system in order to promote progress and unity amongst programs. This design provides learners with specific feedback and the opportunity to resubmit. This paper also shares examples of digital badges and learning objectives, and includes various tables.  Finally, the survey results of this study were clear to express the students’ feelings towards digital badges and the appendix items showcase the opinion survey questions.

Yang, J. C., Quadir, B., & Chen, N.-S. (2016). Effects of the Badge Mechanism on Self-Efficacy and Learning Performance in a Game-Based English Learning Environment. Journal of Educational Computing Research, 54(3), 371–394. https://doi.org/10.1177/0735633115620433

            A quasi-experimental study was conducted to address the use of digital badges in relation to self-efficacy and English language learning performance. Ultimately, the study findings reflect positive benefits of game-based learning for English language learners. The study was implemented with Grade 3 students in Taiwan, in which it not only looks at Digital Game-Based Learning (DGBL), but it also specifically outlines badges within the game, leaderboards, stars, etc. Practicing language is therefore interesting and enjoyable as the participants feel motivated to continue their progress with the DGBL design. Accordingly, this study stresses that these designs affect the learning performance, interest and self-efficacy positively. This paper finishes by discussing further research possibilities to investigate factors that contribute to what makes learners want to collect badges.

Useful Quotes and Connection to Practice/Research

Ady, K. Kinsella, K., & Paynter, A. (2015). Digital distinction: Badges add a new dimension to adult learning. Journal of Staff Development, 36(4), 24-27.

Quotes

Link to teaching practice/ research and tags

“Badges aren’t exactly new. Perhaps best known from organizations like the Scouts, badges can be physical representations of things accomplished or they can be digital icons associated with particular skills or tasks.” (Ady et al., 2015, p. 24)   “In other words, badges tap into intrinsic motivation as they can reflect autonomy, mastery, and purpose.” (Ady et al., 2015, p. 25).   “using digital badges adds a new dimension to adult learning.” (Ady et al., 2015, p. 25).   “use digital badges to mark milestones for people with personal goals.” (Ady et al., 2015, p. 24).

Tags: motivation, autonomy, belonging, mastery, lifelong learning, professional learning   This article is useful to my research as it looks at the benefits of badging in terms of adult learning. This article although it doesn’t specifically talk about French language learning, it will be useful as it looks at learning as a lifelong journey which is a similar process to language learning. This article will be useful for my research and practice as it emphasizes the personalization and intrinsic motivation.

Alt, D. (2023). Who benefits from digital badges? Motivational precursors of digital badge usages in higher education. Current Psychology, 42(8), 6629–6640. https://doi.org/10.1007/s12144-021-02002-0

Quotes

Link to teaching practice/ research and tags

“Next, an assignment was developed that included four micro-assignments, each relating to a specific skill, such as information literacy and creativity.” (Alt, 2023, p. 6632)   “To create a badge-based intervention plan, course learning outcomes were mapped” (Alt, 2023, p. 6632)   “Evaluation with badges enabled us a lot to plan, organize, and arrange our studies more than assignments in other courses that did not involve badges.” (Alt et al., 2023, p. 6635).   “This study suggests that DBs in the context of higher education can be useful for deep learners to self-regulate their learning, however, they might be used for extrinsically driven purposes for others.” (Alt et al., 2023, p. 6639).   “DBs should be perceived as a form of formative feedback that illuminates steps in the pathways for achieving learning goals, by providing milestones that can help learners regulate their learning and create their own personalized timetables and pathways for learning. Providing clear mastery goals over peer competition and status should be highly considered by badge-based intervention designers.” (Alt et al., 2023, p. 6639).

Tags: digital badges, higher education. Personalized, self-regulation, mastery    This article looks at badges in terms of higher education. It is useful for my research as it further explores badging in terms of assessment and course learning. It thus stresses the idea that learners are extrinsically motivated and seeking mastery by implementing feedback.

Başal, A., & Kaynak, N. E. (2020). Perceptions of pre-service English teachers towards the use of digital badges. Innovations in Education and Teaching International, 57(2), 148–162. 

Quotes

Link to teaching practice/ research and tags

“Participants found that digital badges encouraged them to work harder and be more active in class.” (Başal and Kaynak, 2020, p.154).   “Collecting more badges as a record of their accomplishments and an alternative assessment method could be a reason for some students to continue working and succeeding.” (Başal and Kaynak, 2020, p. 155).   “Working for badges, therefore, might help students become more enthusiastic about putting their in best efforts, participating in class, and interacting with others.” (Başal and Kaynak, 2020, p. 155).   “ Besides providing external rewards, badges were also credited for increasing internal satisfaction and therefore greater interest in learning.” (Başal and Kaynak, 2020, p. 155).   “The participants considered badges as an alternative means of feedback that was more fast and positive than traditional forms of feedback.” (Başal and Kaynak, 2020, p. 155).

Tags: assessment, digital badges, gamification, language, ESL, feedback   This article is useful to my research as it further explores language learning and digital badging, specifically related to English teachers. This study follows a similar model to the research I want to do as it uses pre-service language teachers in a mixed study to determine the benefits of badging in language learning contexts.

Cucchiara, S., Giglio, A., Persico, D., & Raffaghelli, J. E. (2014). Supporting Self-regulated Learning Through Digital Badges: A Case Study. In Y. Cao, T. Väljataga, J. K. T. Tang, H. Leung, & M. Laanpere (Eds.), New Horizons in Web Based Learning (pp. 133–142). Springer International Publishing. https://doi.org/10.1007/978-3-319-13296-9_15

Quotes

Link to teaching practice/ research and tags

“Digital Badges move one step forward in the implementation of such a social vision of assessment in lifelong learning. They consist in sets of icons, implemented in technological learning environments, which can be issued by institutions promoting educational initiatives and displayed by users to show their learning achievements” (Cucchiara et al., 2014, p. 134)   “Studying the connections between open Digital Badges and self-regulation could increase our possibilities to implement strategies for assessment promoting skills for lifelong learning.” (Cucchiara et al., 2014, p. 135)   “Specifically, badges allow participants to monitor their own learning process, comparing and evaluating their goals and achievements with those of other participants.” (Cucchiara et al., 2014, p. 141).   “The badge ecosystem is aligned to course contents, participants activities, assessment tools, and also to the competence levels acquired by participants.” (Cucchiara et al., 2014, p. 141).   “The badges should be portable, linked to open pathways of learning, and hence transparent to both the organization that releases them, and to those willing to know about the learners’ achievements.” (Cucchiara et al., 2014, p. 135).

Tags: lifelong learning, digital badges, self-regulated learning, learning design, assessment   Although this study focuses on Self-regulated learning and digital badges, it has a connection to language learning as in language learning there tends to be a large amount of levels and individual plans. Due to the fact that everyone’s language experiences are different, self-regulated learning is very important . It also stresses the importance of lifelong learning, skills and competencies which aligns with language learning.

Cruaud, C. (2018). The playful frame: Gamification in a French-as-a-foreign-language class. Innovation in Language Learning and Teaching, 12(4), 330–343. https://doi.org/10.1080/17501229.2016.1213268

Quotes

Link to teaching practice/ research and tags

“Gamification tools are designed to help teachers engage their students in everyday class activities by making the tasks more playful while giving the students more choice and control over their learning.” (Cruaud, 2018, p. 330).   “They can earn badges by doing so: automatic badges for completing a certain number of tasks and teacher badges awarding good-quality work and participation. The students can also write messages to the whole class on a notification board in the application, thus creating a social space to practise the foreign language.” (Cruaud, 2018, p. 334).   “For example, the categories in the application carry expressions of playfulness, such as quests and badges, which refer to role-playing games and video games.” (Cruaud, 2018, p. 335).   “In addition, completing the easy first level of Quest 1 will immediately unlock two new quests and will reward the team with a badge.” (Cruaud, 2018, p. 336).   “The students can earn badges as recognition of their progress in the tasks and as an acknowledgement of quality work. Once the team has received a specific badge, it is highlighted on the Badge page of the application, while the other badges remain grey” (Cruaud, 2018, p. 336).   “ […] earn a second badge and ‘be better’.” (Cruaud, 2018, p. 338).   “At the end of this sequence, the students are willing to create more language quizzes to earn a second badge. They are voluntarily planning on doing more tasks, especially additional tasks that are not offered by the gamified system but that they create on their own. This is an example of learner autonomy: they are taking control over the tasks and over their learning.” (Cruaud, 2018, p. 339).   “Another aspect of competition is found in the badges. All the students said in the interviews that they enjoyed earning badges.” (Cruaud, 2018, p. 339).   “ I found that this playfulness and control led to engagement in the learning activity and to completing additional tasks. These findings were consistent with the interview data, where the students expressed that they felt motivated by the gamified activities.” (Cruaud, 2018, p. 341).   “The findings of this study are encouraging, but there is a need for more research on the gamification of education, especially when it comes to foreign language learning.” (Cruaud, 2018, p. 341).

Tags: gamification, play-based, autonomy, quest-based, French immersion   This article aligns with my research and practice as it uses gamification in French immersion classrooms. It looks at the benefits and need for more research to be done in terms of language learning and badging. This further drives my motivation to continue to do this sort of a study in terms of higher education and badges.

Homer, R., Hew, K. F., & Tan, C. Y. (2023). Comparing Digital Badges-and-Points with Classroom Token Systems.

Quotes

Link to teaching practice/ research and tags

“The use of digital badges-and-points might help improve ESL student classroom engagement and learning of English.” (Homer, 2023, p. 137).   “The results suggest that students not only enjoyed using the digital badges and points in the classrooms, but also perceived the digital badges and point enhanced their motivation and participation towards learning and practicing speaking.” (Homer, 2023, p. 148).   “The curriculum probably was easy enough to follow without the need for additional motivational tools (e.g., digital badges), hence progression in both groups being similar and relatively good.” (Homer, 2023, p. 149).   “First, the use of different badges (see Figure 3) gives students a sense of progression.” (Homer, 2023, p. 150). “[badges] helps promote a feeling of well-being, and thus motivates learners to do try harder.” (Homer, 2023, p. 150).   “It is possible that the use of individual-based achievement gave each learner a more personal responsibility for managing their own learning and behavior.” (Homer, 2023, p. 150).   “We acknowledge that digital badges-and-points are not a universal solution to all motivational shortcomings; however this study suggests that they had a positive impact on students and teacher, considerably improving learning in some of the classes involved in the research, and positively stimulating many of the behaviors expected of student’s during lessons in all of the classes involved in the research.” (Homer, 2023, p. 150).

Tags: ESL, language, motivation, lifelong learning, gamification, engagement,   This article focuses on English Second Language students and classroom badges in grades 1-4. Although for this research, I do not want to look at younger grades, I do believe that these findings are important for higher education students as well. In my opinion and experience, this is because if students are exposed to badges early they will be more willing to be engaged in language learning. It makes me think of students who are recognized for speaking French in class using tokens and points for instance.

McCollum, R. M., & Reed, E. T. (2020). Developing a Badge System for a Community ESL Class Based on the Canadian Language Benchmarks. Canadian Journal of Applied Linguistics, 23(2), 228–236. https://doi.org/10.37213/cjal.2020.30438

Quotes

Link to teaching practice/ research and tags

“Badges are evidence, physical or digital, of an accomplished outcome.” (McCollum and Reed, 2020, p.231)   “In a similar way, language learners can earn badges by identifying a set of desired competencies, practicing and acquiring those competencies, and then demonstrating proficiency to earn the badges.” (McCollum and Reed, 2020, p. 231)   “Boyer also points out that a badge system can motivate students because it gives them the choice to set individualized educational goals that are relevant to their personal aims.” (McCollum and Reed, 2020, p. 231). “In addition to motivating students and helping them develop self-regulation, a badge system can help with self-assessment.” (McCollum and Reed, 2020, p. 231).   “Although there are clearly benefits to encouraging such behaviours in language learners, stakeholders should never confuse a behaviour-based badge with a competency-based outcome. For badges to be meaningful as a measure of language proficiency, stakeholders need to clarify the outcome of a badge and ensure that the system includes proficiency-based badges.” (McCollum and Reed, 2020, p. 232).   “This feedback from both more proficient and lower-level learners suggests that the language in the badge system is currently worded at a level that is accessible by more proficient learners but not by lower-level students. If the vocabulary in the checklists is not accessible, it negates the main purposes of the badge system for lower-level students.” (McCollum and Reed, 2020, p.233).   “A CLB-based badge system can provide them with greater direction and empowerment through their language learning journey.” (McCollum and Reed, 2020, p.235).

Tags: ESL,  motivation, personalized, self-regulation, language, feedback, lifelong learning, assessment   This article looks at competencies and badges to address language learning in an ESL classroom. It connects increased personalization, self-regulation and motivation to badge earners. This study focuses on competency and accessibility to increase the engagement towards language learning experience. In my research, I hope to also focus on the language learning experience by encouraging participants to participate in initiatives to foster a French community where they feel self-motivated to learn the language, which is much like the findings of this article related to lifelong learning.

Perry, B. (2015). Gamifying French Language Learning: A Case Study Examining a Quest-based, Augmented Reality Mobile Learning-tool. Procedia – Social and Behavioral Sciences, 174, 2308–2315. https://doi.org/10.1016/j.sbspro.2015.01.892

Quotes

Link to teaching practice/ research and tags

“To experience autonomy, individuals need to feel they are in control, and making meaningful choices. Explorez allows learners to decide which quests and challenges to pursue, thereby accommodating a greater spectrum of learners than traditional pedagogical methods.” (Perry, 2015, p. 2311)   “The extrinsic motivators of points and badges of accomplishment will appeal to certain players, while others will be drawn to intrinsic learning motivators.” (Perry, 2015, p. 2311)   “Game-based feedback tools like experience points, progress bars, badges, and achievements are motivating and meaningful to students.” (Perry, 2015, p. 2309)

Tags: French, extrinsic motivation, quest-based, gamification, motivation, digital badging   This article evaluates the use of a digital application that uses virtual reality to create a virtual representation of the users current environment. In this case UVIC. Students were motivated to complete quests as they received achievements through badges. This study  aligns with my research.

Reid, A. J., Paster, D., & Abramovich, S. (2015). Digital badges in undergraduate composition courses: Effects on intrinsic motivation. Journal of Computers in Education, 2(4), 377–398. https://doi.org/10.1007/s40692-015-0042-1

Quotes	Link to teaching practice/ research and tags
“In educational settings, badges often embrace a hybrid of the two assessment models in an attempt to recognize learning (both formally and informally) and motivate the learner through game-like encouragement.” (Reid et al, 2015, p. 379)   “All badges followed a consistent instructional design; introduce the skill (e.g., synthesizing), provide multiple examples of the skill in use, and prompt the learner with a writing assignment requiring demonstration of competency.” (Reid et al, 2015, p. 382)   “In most cases, learners were allowed two submissions per badge so that if the professor found the first submission to be inadequate, the submission would be marked ‘denied,’ and the learner could submit a revised attempt according to specific feedback.” (Reid et al, 2015, p. 382)		Tags: motivation, higher education, intrinsic motivation, learning design, competency, feedback, lifelong learning   This article promotes badges as lifelong learning examples and looks at intrinsic motivation of learners. Therefore, feedback and competency is taken into consideration to see the effects of feedback and badges. With my research, much like the first quote, I want to recognize informal learning experiences to motivate learners.

Yang, J. C., Quadir, B., & Chen, N.-S. (2016). Effects of the Badge Mechanism on Self-Efficacy and Learning Performance in a Game-Based English Learning Environment. Journal of Educational Computing Research, 54(3), 371–394. https://doi.org/10.1177/0735633115620433

Quotes

Link to teaching practice/ research and tags

“Learning practice with star icons was found to significantly affect English learning performance in the current study, which means that the more practice a student did, the more their learning outcome was increased.” (Yang et al, 2016, p. 388).   “A leaderboard, which is another feature of the badge mechanism, is used for a set of challenges in order to encourage friendly competition between learners and to motivate them.” (Yang et al, 2016, p. 373).   “Learning practice questions is a part of the game that learners enjoy, and by collecting more star icons, they feel that they are making progress; this also affects their learning performance and interest.” (Yang et al, 2016, p. 388).   “This study also found that the students’ self-efficacy could enhance their English learning performance.”  (Yang et al, 2016, p. 389).

Tags: ESL, language, digital badging, gamification, motivation, self-efficacy, personalized   This article is relevant to my research as it provides examples and quotes from ESL learners related to digital badges and it comments on what they felt was engaging. This ranged from the gam mechanics of a leaderboard, to gaining stars and badges. This article closely looks at engagement, personalization, interest and self-efficacy in relation to language performance. This is likely similar to my research as I want to look at badges as increased engagement in French language learning. My study will have less focus on the gamification, however still many examples apply.