Centre for Innovation in Learning and Teaching, Flinders University, GPO Box 2100, Adelaide, SA, 5001, Australia.
School of Nursing and Midwifery, Flinders University, GPO Box 2100, Adelaide, SA, 5001, Australia.
Nurse Educ Pract. 2018 Sep;32:1-8. doi: 10.1016/j.nepr.2018.06.013. Epub 2018 Jun 30.
During a three-year study, 32% (n = 67) in 2015, 16% (n = 44) in 2016 and 55% (n = 161) of students in 2017 expressed an interest in using digital badges to enhance their learning. But who are these students? This paper explores the features of students who are interested in using digital badges as a motivational reward to prepare for weekly face-to-face classes through engaging with online activities and resources. This paper uses a first-year undergraduate Bachelor of Nursing bioscience topic at an Australian university to report nursing students' interests around playing games, their digital badge history during the topic, and their self-reported attitudinal interest in using digital badges to enhance and personalise their learning. Overall, the results indicate that some students chose to enhance their learning potential in class by earning digital badges prior to class. The results of this paper are relevant for nursing educators and educational designers seeking to integrate digital badges into motivational teaching practices, by evaluating the role digital badges play as a motivational game-based learning design element.
在一项为期三年的研究中，2015 年有 32%（n=67）、2016 年有 16%（n=44）、2017 年有 55%（n=161）的学生表示有兴趣使用数字徽章来增强他们的学习。但是这些学生是哪些人呢？本文探讨了对使用数字徽章作为激励奖励的学生的特征，他们通过参与在线活动和资源，为每周的面对面课程做准备。本文以澳大利亚一所大学的护理学本科生物科学一年级的一个主题为例，报告了护理学生对玩游戏的兴趣、他们在该主题期间的数字徽章历史，以及他们对使用数字徽章来增强和个性化学习的态度兴趣。总的来说，结果表明，一些学生选择在课前通过获得数字徽章来提高课堂学习潜力。本文的研究结果对寻求将数字徽章整合到激励教学实践中的护理教育者和教育设计师具有重要意义，因为这评估了数字徽章在激励游戏式学习设计元素中所扮演的角色。
