Differing Methods for Digital Badge Implementation in Educational Practice Research

Abstract

Attention has recently grown regarding the use of digital badges as a means to visualize and certify learning outcomes. This paper examines the differences in how digital badges are used in educational practice research, with a focus on case studies of educational practice research where digital badges have been introduced into educational settings to verify their effectiveness. The case studies were analyzed from three perspectives: (1) the learning outcomes, (2) the learning evaluation process, and (3) the metadata attached to the digital badges. The findings revealed that there are differences in how digital badges are used in educational practice research. Furthermore, to create better practices, it is necessary to adapt the use of digital badges according to the challenges in the educational setting. Additionally, in order to assess the educational impact of using digital badges, it is necessary for practice-based research to provide a detailed description of how they are utilized.