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Book Chapter: Using digital badges and leader-boards in primary school math lessons: Beneficial or merely new wine in old bottles?
Title | Using digital badges and leader-boards in primary school math lessons: Beneficial or merely new wine in old bottles? |
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Authors | |
Keywords | Badges Leader-board Gamification Behavioral support system Elementary school |
Issue Date | 2019 |
Publisher | Springer |
Citation | Using digital badges and leader-boards in primary school math lessons: Beneficial or merely new wine in old bottles?. In Ma W., Chan W. and Cheng C. (Eds.), Shaping the Future of Education, Communication and Technology, p. 71-90. Singapore: Springer, 2019 How to Cite? |
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. |
Persistent Identifier | http://hdl.handle.net/10722/276373 |
ISBN | |
ISSN | |
Series/Report no. | Educational Communications and Technology Yearbook |
DC Field | Value | Language |
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dc.contributor.author | Hew, KFT | - |
dc.contributor.author | Lee, CK | - |
dc.date.accessioned | 2019-09-10T03:01:52Z | - |
dc.date.available | 2019-09-10T03:01:52Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Using digital badges and leader-boards in primary school math lessons: Beneficial or merely new wine in old bottles?. In Ma W., Chan W. and Cheng C. (Eds.), Shaping the Future of Education, Communication and Technology, p. 71-90. Singapore: Springer, 2019 | - |
dc.identifier.isbn | 9789811366802 | - |
dc.identifier.issn | 2524-4078 | - |
dc.identifier.uri | http://hdl.handle.net/10722/276373 | - |
dc.description.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. | - |
dc.language | eng | - |
dc.publisher | Springer | - |
dc.relation.ispartof | Shaping the Future of Education, Communication and Technology | - |
dc.relation.ispartofseries | Educational Communications and Technology Yearbook | - |
dc.subject | Badges | - |
dc.subject | Leader-board | - |
dc.subject | Gamification | - |
dc.subject | Behavioral support system | - |
dc.subject | Elementary school | - |
dc.title | Using digital badges and leader-boards in primary school math lessons: Beneficial or merely new wine in old bottles? | - |
dc.type | Book_Chapter | - |
dc.identifier.email | Hew, KFT: kfhew@hku.hk | - |
dc.identifier.authority | Hew, KFT=rp01873 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1007/978-981-13-6681-9_6 | - |
dc.identifier.hkuros | 303823 | - |
dc.identifier.spage | 71 | - |
dc.identifier.epage | 90 | - |
dc.identifier.eissn | 2524-4086 | - |
dc.publisher.place | Singapore | - |
dc.identifier.issnl | 2524-4078 | - |