Effects of digital badges on pupils' computational thinking and learning motivation in computer science

Abstract

Computational thinking (CT) is regarded as the conceptual basis required for identifying and solving real-world problems through algorithmic approaches to achieve transferable solutions. Developing students' CT in primary school stages is essential and has received considerable attention. Meanwhile, researchers incorporated digital badges into classrooms to improve students' learning motivation in computer science (CS). However, few solid empirical studies analyze the effects of the digital badges approach in CS education to develop students' CT. Therefore, to bridge this gap, this study designed and implemented a block-based programming course in a primary school and examined the impact of the digital badges approach on pupils' CT skills and self-efficacy and learning motivation in CS. A quasi-experimental design was conducted among 99 third-grade students across three classes. The results revealed that the adapted digital badges in primary school (1) significantly improved the students' CT skills, (2) had no significant positive impact on their CT self-efficacy or learning motivation in CS, and (3) showed no mediating effect of learning motivation on the relationship between CT skills and CT self-efficacy. In addition, we found that whether students could see only their own digital badges or also those of others had no impact on CT skills, self-efficacy, or learning motivation in CS. These findings have implications for the design of digital badge educational interventions intended to promote students' CT and learning motivation.