Homer, R et al., Comparing digital badges-and-points with classroom token systems

Citation

Homer, R., Hew, K. F., & Tan, C. Y. (2018). Comparing Digital Badges-and-Points with Classroom Token Systems: Effects on Elementary School ESL Students' Classroom Behavior and English Learning. Educational Technology & Society, 21(1), 137–151. https://doi.org/10.30191/ETS.201801_21(1).0013

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Artifact Summary

Homer, R. et al., conducted a mixed method research to observe and measure the introduction of token economy in learning into ESL learning outcomes. A control group was created to test analog badges displayed on a poster board and an experimental group was designed to test the use of ClassDojo which offered progression mapping through tokenization of learning activities.

According to Homer et al., tokenization is perceived as one of the top five most engaging game mechanics in DGBL. As such, learner engagement in DGBL was also observed in both control and experimental groups. Defined as learner participation in classroom such as answering questions and completing set work, behavior was observed and measured using in-class observation. Behaviors included categories such as listening to teacher or other students, reading, answering questions in class, following instructions, sitting still, staying on task, and completing set work.

The experimental group

Most of the students stayed on task during the English reading lessons flow state in DGBL and behaved considerably well in all behavior categories. Nearly all of the students successfully followed teacher's instructions and in about 88% of the lessons, most or nearly all of the students sat and completed the set work.

The control group

Observations indicate that the control group behaved less well in almost all behavior categories compared to the experimental group. Completing set work was the only target behavior that was achieved in more than 50% of the classes by most of the students or more.

Overall, the experimental group behaved better than the control group. Upon interviewing students, more than 88% of students felt interested in English lessons and agreed that ClassDojo made them participate more. Their perception of personal progress and learning was also enhanced by tokenization. self determination theory

Moreover, the teacher interview also revealed that DGBL was very effective as a behavioral and classroom management system. The experimental classes were far better behaved than control classes and much easier to manage at all year levels. Seeing their points and upgrading to a new badge gripped the students' attention. When classes got off task, the teacher rarely needed to reprimand and instead adjusted point boards, awarding more points for the required behavior. Those who did not behave were soon brought back on task by their peers with the threat of whole class point deductions by the teacher. class management in DGBL

In the control classes however, though the behavior was not unsatisfactory, it did not match the experimental classes in terms of consistency in paying attention, following instructions and sitting still. Teacher observations also noted students who usually sit back and observe not only participating, but also pushing themselves further. learner participation in DGBL

Discussion

Though not all students were enthusiastic about winning badges, the general feeling was extremely positive, indicating an increased presence of collaborative learning in DGBL.

Homer et al., point out that some skeptics might argue that digital badges and points mainly act as extrinsic rewards, undermining a user's intrinsic motivation; however they contend that such criticisms remain questionable and speculative, especially as there is no conclusive evidence to indicate it as such. Secondly, focusing on intrinsic motivation is not a practical strategy for schools as the out-of-context task setting that educators want their students to perform are not inherently designed to be interesting or enjoyable. Thus knowing how to promote active forms of extrinsic motivation is an essential strategy for successful teaching.

Moreover, in the post-test scores, reading was noted to not display a significant increase in performance or motivation, possibly due to research design constraints and the design of learning materials focusing on reviewing and reinforcing rather than sense-making or linguistic acquisition. language learning outcomes of DGBL

Limitations

The study acknowledges that digital badges and points are not a universal solution to all motivational shortcomings; however within the context of this study, no adverse effects were noted. Because the teacher and students were already familiar with ClassDojo prior to the study, novelty degradation in DGBL was not considered an extraneous factor. Homer et al., suggest expansion of token economy class learning and management into subjects other than ESL, and its impact on classes for a longer period of time.