Abstract
Over the last few years, the implementation of game elements like badges in non-game environments has become increasingly popular (Butler, 2014). In this study, we tested whether badges, which could be received for successful task performance and specific activities within an e-learning course in a higher education setting, had an impact on students' motivation and performance. In a between-subjects experimental field study, students were randomly assigned to three different conditions (no badges, badges visible to peers, badges only visible to students themselves). The results show that badges have less impact on motivation and performance than is commonly assumed. Independent of condition, students’ intrinsic motivation decreased over time. Contrary to expectation, the badges that could only be viewed by the students themselves were evaluated more positively than those that could also be viewed by others.
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