Abstract
In recent years, we witness an increased interest in the use of digital game mechanics such as leader-boards and badges. Digital badges and leader-board appear very similar to traditional school positive behavioral support systems (e.g., praise and stickers) used by elementary school teachers. Are digital badges and leader-board really effective in enhancing elementary pupils’ engagement when compared to the conventional school positive behavioral support system? So far, such a comparison has not been made. We present the results of 3 randomized controlled experiments involving 65 grade three mathematics pupils. In Experiment 1, we compared the effects of using digital badges versus a digital leader-board on pupils’ participation and quiz outcomes. In Experiment 2, we examined the effects of a digital leader-board versus a non-digital classroom participation point system. In Experiment 3, we investigated the effects of digital badges versus physical stickers. Overall our results showed that: (a) Digital badges and digital leader-board had the same effect of motivating pupils to complete similar number of challenges. (b) Digital leader-board and the non-digital classroom participation point system motivated pupils to a similar degree in completing the number of challenges. (c) Digital badges motivated pupils to complete more number of challenges than pupils receiving physical stickers.
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Foon, H.K., Ki, L.C. (2019). Using Digital Badges and Leader-Boards in Primary School Math Lessons: Beneficial or Merely New Wine in Old Bottles?. In: Ma, W., Chan, W., Cheng, C. (eds) Shaping the Future of Education, Communication and Technology. Educational Communications and Technology Yearbook. Springer, Singapore. https://doi.org/10.1007/978-981-13-6681-9_6
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