Abstract
This chapter discusses the use of achievements within commercial video game design and development. It also summarizes research designed around specialized learning games designed to test the effectiveness of badges on learner variables such as performance and motivation. To connect game achievements to digital badges in other educational scenarios, both psychological and design factors are considered. First, connections between games research and learner motivation are discussed, especially in regards to autonomy, mastery, and purpose. Implications for measurement and assessment are considered and strategies for evaluation from prior games researchers are reviewed. Next, an overview of achievement systems within popular game environments is provided. The second half of the chapter considers best practices for designing badges as proposed by game achievement researchers. One game, Fallout Shelter, is discussed in detail in regards to its use of effective achievement design. Educational badge designers who may be working in game-based systems or other interactive learning spaces can use this information to build better badging systems in other realms of learning. The chapter also shares some caveats gleaned from the use of achievements in video games. These cautionary notes about achievements taken too far, or achievements that overpower other features of learning spaces, are useful to consider for using digital badges effectively in educational environments. The chapter concludes by proposing directions for future research exploring the connections between video game achievements and digital badges.
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Acknowledgements
Dr. Joey Fanfarelli has been a frequent source of information, an excellent researcher, and a great partner in several prior badging publications. Dr. Lucas Blair’s work was also a source of inspiration for this chapter. Similarly, Drs. Kelvin Thompson, Francisca Yonekura, and Tom Cavanaugh from the UCF Center for Distributed Learning have provided wonderful support and ideas that have influenced this chapter. Their team members; especially Brandon Stull, Ian Turgeon, and Shea Silverman; have been amazing at helping to set up experimental technology for exploring the most effective conditions for using digital badges. In terms of administrative support, Amanda Hill, Sara Raffel, and Patty Hurter from the College of Arts and Humanities Dean’s Office have been immensely helpful and supportive of a number of badging projects. Lastly, the UCF Games Research Group is a supremely talented group of individuals whose enthusiasm and support make the continued exploration of games for learning worthwhile and exciting.
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McDaniel, R. (2016). What We Can Learn About Digital Badges from Video Games. In: Ifenthaler, D., Bellin-Mularski, N., Mah, DK. (eds) Foundation of Digital Badges and Micro-Credentials. Springer, Cham. https://doi.org/10.1007/978-3-319-15425-1_18
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