Abstract
In this paper we argue that badge architectures are narrative, material and performative repertoires which can be meaningfully employed to provide university students with a coherent understanding of education. Badge architectures function as powerful interpretative tools through which students make sense of their immediate learning world. However, the efficiency of badges in education depends on associated structures of distribution, procurement and display that articulate modes of participation within a local community of practice. By considering our experience in the design, implementation and evaluation of the badge system ‘RL Hit List’, we claim that more insightful perspectives emerge from considering motivation as a socio-technical accomplishment than as a state of mind. This view might be read as an invitation for designers and researchers to reconsider the intrinsic - extrinsic dichotomy in assessing the value of badges to motivate students.
Highlights
In this paper we critically review and reformulate arguments concerning the use of badges, and we propose orienting concepts for designers of instructional systems
If we extend the description of badges to include their role in the system, we can say that, as a rule, a badge shares the following characteristics: 1) A graphic sign: as a rule, badges have a core graphical descriptive component, which may be complemented with additional elements such as text, numbers, and/or other graphical elements; 2) A reference to a specific system event resulting from the user’s activity; this may be an accomplishment of a valuable task, a chance finding, a noteworthy failure, a memorable experience etc
Engineering education is especially inclined towards using achievement-type rewards, due to widespread engagement with the gaming culture
Summary
In this paper we critically review and reformulate arguments concerning the use of badges, and we propose orienting concepts for designers of instructional systems. Badges are mainstream components of digital games, and they are increasingly used in non-game contexts and in boundary systems (serious games, gamified applications, games with a purpose). This increasing interest in badge architectures reflects two converging trends: on the one hand, their continuous evolution and growing importance in gaming, and, on the second hand, the expanding relevance of games as models and resources for the design of other systems. We conclude by proposing a set perspectives to guide reflection on the design, implementation and evaluation of badge architectures
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