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Digital Badge Use in Specific Learner Groups

Digital Badge Use in Specific Learner Groups
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Author(s): Jacob H. Askeroth (Purdue University, West Lafayette, USA) and Timothy J. Newby (Purdue University, West Lafayette, USA)
Copyright: 2020
Volume: 1
Issue: 1
Pages: 15
Source title: International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE)
Editor(s)-in-Chief: Yufeng Qian (Louisiana State University, USA)
DOI: 10.4018/IJITLHE.2020010101

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Abstract

As educational technology continues to advance, new technologies continue to enter the scene that seek to enhance the delivery and reception of learning in both academic and industry settings. Digital badges are a recent educational innovation that has unique characteristics and capabilities that can allow for individualized pathways for learning and are being implemented in a variety of settings and for multiple purposes. This article reviews the literature on digital badges and four of their core theoretical underpinnings – behaviorism, goal-setting, constructivism, and gamification theory – as well as empirical studies that highlight the contexts and specific learner groups in which digital badges are being utilized. This review contributes to both scholarly research and practical applications of digital badges and offers potential directions for future research involving digital badges.

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