@inBook{
 title = {Development and implementation of digital badges for learning science, technologly, engineering and math (STEM) practices in secondary contexts: A pedagogical approach with empirical evidence},
 type = {inBook},
 year = {2016},
 identifiers = {[object Object]},
 keywords = {Assessment,Informal and formal learning contexts,Motivation,NGSS,Scientific practices,Student engagement},
 pages = {483-508},
 month = {1},
 publisher = {Springer International Publishing},
 day = {1},
 id = {3cd9059c-7ced-349b-9e3a-7cecc1eaba3a},
 created = {2020-02-05T00:29:10.728Z},
 accessed = {2020-02-04},
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 abstract = {Designed purposefully, digital badge learning trajectories and criteria can be flexible tools for scaffolding, measuring and communicating the acquisition of knowledge, skills or competencies. This flexibility permits a myriad of possibilities-and pitfalls-for teaching, learning and assessment in K-12 and professional learning contexts. One of the most often discussed attributes of digital badges, is the ability of badges to “motivate” learners. However, the research base to support this claim is in its infancy; there is little empirical evidence. A content-agnostic, skills-based digital badge intervention was designed to demonstrate mastery learning in select, age-appropriate, Next Generation Science Standards (NGSS). The design was informed by theories of learning (Vygotsky. Thought and language. Cambridge, MA: M.I.T. Press, 1967; Bandura and McClelland. Social learning theory, 1977, Wenger Communities of practice: Learning, meaning, and identity. Cambridge, New York, NY: Cambridge University Press, 2000) and the Connected, Learning Model, (Ito et al. Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub, 2013), as well as theories of learner engagement and motivation (Fredericks et al. J Educ Res 74(1), 59-109, 2004; Malone and Lepper. Apt Learn Instruct 3(1987), 223-253, 1987). The impact of socio-economic challenges or linguistically and culturally diverse populations is considered. The pedagogical approach was informed by best practices in teaching and assessment. Substantial supporting materials were also developed including training materials and implementation documentation. Among the findings were statistically significant increases in measures of motivation including self-efficacy, self-regulation and perceived competence. In addition, both students and teachers found the badges were motivating for learning, with teachers reporting enhanced learning products and student engagement. Results from factorial analysis suggest that digital badges present a hybrid motivational construct which consists of aspects of both performance and learning goal orientations. Suggestions for future research include additional study on the design principles for standards-based digital badges and research to understand the theoretical basis and best practices in using digital badges for motivating students.},
 bibtype = {inBook},
 author = {Elkordy, Angela},
 book = {Foundation of Digital Badges and Micro-Credentials: Demonstrating and Recognizing Knowledge and Competencies}
}

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