Perceptions of pre-service English teachers towards the use of digital badges

ABSTRACT

The use of digital badges has become increasingly common in educational settings as an alternative assessment tool, and they are linked with student motivation and integration of gamification elements into learning environments. This study explores the perceptions of pre-service English teachers at a university of the inclusion of digital badges in an LMS used in their face-to-face courses. Seventy-nine prospective English teachers participated in the 14-week study employing a mixed method design in which data were collected through a questionnaire and open-ended questions. Quantitative data analysis suggests that the participants had positive perceptions of the use of digital badges as an integral part of their courses. Content analysis of the qualitative data generated themes demonstrating teacher candidates’ perceptions of digital badges. Overall, the study provides some implications for using digital badges as well as caveats to be taken into account in planning their use.

KEYWORDS:

• Assessment
• digital badges
• perception
• gamification
• pre-service English teachers

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Ahmet Başal

Ahmet Başal, Ph.D. is an associate professor in the Department of Foreign Languages Education at Yildiz Technical University in Turkey. His research publications and research interests include teacher education, vocabulary teaching, web‐based language learning and teaching, use of technology in language learning and teaching, and materials development.

Naime Elcan Kaynak

Naime Elcan Kaynak (Ph.D) is a research assistant in the Department of Educational Sciences at Erciyes University, Turkey. Her research publications and research interests include curriculum design, technology use in education, teacher education, elementary education and positive psychology.