A quasi-experimental study on the effect of badges on timeliness within an undergraduate physics course.

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研究生：	詹姆士 James Ohisei Uanhoro
論文名稱：	A quasi-experimental study on the effect of badges on timeliness within an undergraduate physics course. A quasi-experimental study on the effect of badges on timeliness within an undergraduate physics course.
指導教授：	楊叔卿 Young, Shwu-Ching
口試委員:	康仕仲 Kang, Shih-Chung 沈俊毅 Shen, Chun-Yi
學位類別：	碩士 Master
系所名稱：	電機資訊學院 - 資訊系統與應用研究所 Institute of Information Systems and Applications
論文出版年：	2016
畢業學年度：	104
語文別：	英文
論文頁數：	133
中文關鍵詞：	nil
外文關鍵詞：	badges, timeliness, distributed practice, online homework system
相關次數：	點閱：2 下載：0
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Badges in education are an increasingly popular phenomenon, and given the relative recency of this phenomenon, a variety of questions exists as to the abilities and effectiveness of
badges. In this study, the effect of digital badges within a Moodle-based online homework system was studied for an undergraduate general physics course at a large research-based university in northeast Taiwan. Students (N=162) self-selected themselves into two course sections; students in one course section (N = 68) were able to earn one badge per assignment for turning their assignments in earlier than the assignment deadline – treatment group, while students in the other section (N = 94) could not – control group. In addition to submission before a special badge deadline, students in the treatment group were also required to obtain
maximum scores to get these badges. However, assignments were designed to be easy enough for students to earn the maximum grade (which students generally did). Additionally,
students in the treatment group were able to earn higher-level badges by combining the assignment badges. Students in the treatment group were intended to be fully aware of
badges, and badge requirements; moreover, the badge design was visible.

The study results showed that students in the treatment group turned in their assignments earlier than students in the control group did, and this difference was statistically significant. However, the fact that students in both groups came from markedly different departments weakened the internal validity of the study’s results. Further analysis showed that students in the treatment group spaced their assignment practice more than students in the control group
did, and the difference was statistically significant. Additionally, students in the treatment group actively attempted to earn badges, as there was a statistically significant increase in the number of badges earned by students in the treatment group over those in the control group. Based on a questionnaire given to study participants towards the conclusion of the study, the study found that students’ perception of badges was positive. All of the aforementioned gains were observed despite an absence of any statistically significant differences in the learning
outcomes of both study groups.

These findings corroborate earlier findings by other researchers that badges can be used to motivate specific behaviours in students whilst requiring minimal changes to the course structure. However, further corroborating earlier research is the finding that badges may not be particularly useful to motivate students towards challenging tasks. An earlier study of this course, in a preceding academic year found that students are appreciative of the online homework system; and it appears from this study that the primary function of badges within the system is to enhance the experience of students, as well as to motivate timely engagement with assignments.

Abstract     I
Acknowledgements    II
Table of Contents    III
List of Figures    VI
List of Tables    VIII
CHAPTER 1    Introduction    1
1    Background – An Introduction to Digital Badges in Education    2
2    Rationale for Study    3
3    Context of the Study    4
4    Research Questions    5
5    Limitations of the Study    7
6    Glossary of Terms    7
7    Summary of chapters    7
CHAPTER 2    Literature Review    9
1    The Teaching of Introductory Physics    9
1.1    A Review of Physics Education with Higher Education Institutions    9
1.2    Teaching of Introductory Physics with Web-based Homework System    12
2    Graduate Attributes    16
2.1    The Evolution of the Concept    16
2.2    Definition and Selection of Competencies: Theoretical and Conceptual Foundations (DeSeCo)    17
2.3    Towards a Framework for Graduate Attributes    20
3    Digital Badges    23
3.1    The Origins of Digital Badges    23
3.2    Revisiting the Utility of Badges – Badges to Develop Lifelong Learning Skills    24
3.3    The Perception and Potential of Digital Badges in Formal Higher Education    25
3.4    The Social Psychology of Badges    26
3.5    Quantitative Studies on Badges in Education    28
4    Distributed Practice    34
4.1    Experimental Studies on Distributed Practice for complex learning tasks.    34
5    Summary of Literature Review    36
CHAPTER 3    Methods    38
1    Study Design    38
1.1    Overview    38
2    Sample    39
2.1    Setting and Sample Size    39
3    Experimental Procedure    41
3.1    Procedures prior to experimentation for both groups    41
3.2    Procedures following commencement of experimentation for both groups    42
4    Summary of Instruments    42
4.1    End of Semester Survey about Badges    43
5    Data Management    43
6    Data Analysis    44
6.1    Primary Outcomes    44
6.2    Secondary Outcomes    45
6.3    Additional Outcomes    45
7    Contamination    46
CHAPTER 4    System Design    47
1    Chapter Outline    47
2    Formative evaluation survey of badges    48
2.1    Sample    48
2.2    Survey Layout and Key Findings    49
3    Badge Design    54
3.1    Visual appearance    54
3.2    Requirements    56
4    Homework System    59
4.1    Technical Details    59
4.2    Assignment System    60
4.3    Badges    68
CHAPTER 5    Results    71
1    Chapter Outline    71
2    Analysis of Study Sample    73
3    Research Question: Timeliness    75
3.1    Analysis of Raw Timeliness Data    75
3.2    Analysis of Categorized Timeliness data    80
3.3    Panel Data Model    82
4    Research Question: Distributed Practice    86
4.1    Calculation of Distributed Practice    86
4.2    Analysis of Raw Inter-session Interval data    87
4.3    Hypothesis Testing: How is study group related to distributed practice?    87
5    Additional Outcomes    89
5.1    Research Question: Badges    89
5.2    Research Question: Students’ perception of badges    92
5.3    Research Question: Performance    100
CHAPTER 6    Discussion and Conclusion    104
1    Timeliness    104
1.1    Sample    104
1.2    Modelling    105
1.3    Summary    106
2    Distributed Practice    107
3    Additional Analysis    108
3.1    Badges    108
3.2    End of Semester Survey about Badges.    109
4    Conclusion    111
4.1    A summary of findings in relation to research questions    111
4.2    Overall Significance of the Study    112
5    Future research    113
References    115
APPENDIX A    Visualization of Database Logs    120
APPENDIX B    Survey Instruments    121
APPENDIX C    System Artefacts    130

                                

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