TY - GEN
T1 - The effects of badges and avatar identification on play and making in educational games
AU - Kao, Dominic
AU - Fox Harrell, D.
N1 - Publisher Copyright:
© 2018 Copyright held by the owner/author(s).
PY - 2018/4/20
Y1 - 2018/4/20
N2 - In our study (N=2189), we divided participants into 6 badge conditions: 1) Role model badges (e.g., Einstein), 2) Personal interest badges (e.g., Movies), 3) Achievement badges (e.g., "Code King"), 4) Choice, 5) Choice with badges always visible, and 6) No badges. Participants played a CS programming game, then used an editor to create their own level. Badges promoted avatar identification (personal interest, role model), player experience (achievement, role model), intrinsic motivation (achievement, role model), and self-efficacy (role model) during both the game and the editor. Independent of badges, avatar identification promoted player experience, intrinsic motivation, and self-efficacy. Additionally, avatar identification promoted greater overall time spent in both the game and the editor, and led to significantly higher overall quality of the completed game levels (as rated by 3 independent externally trained QA testers). Our study has implications for the design of badge systems and sheds new light on the effects of avatar identification on play and making.
AB - In our study (N=2189), we divided participants into 6 badge conditions: 1) Role model badges (e.g., Einstein), 2) Personal interest badges (e.g., Movies), 3) Achievement badges (e.g., "Code King"), 4) Choice, 5) Choice with badges always visible, and 6) No badges. Participants played a CS programming game, then used an editor to create their own level. Badges promoted avatar identification (personal interest, role model), player experience (achievement, role model), intrinsic motivation (achievement, role model), and self-efficacy (role model) during both the game and the editor. Independent of badges, avatar identification promoted player experience, intrinsic motivation, and self-efficacy. Additionally, avatar identification promoted greater overall time spent in both the game and the editor, and led to significantly higher overall quality of the completed game levels (as rated by 3 independent externally trained QA testers). Our study has implications for the design of badge systems and sheds new light on the effects of avatar identification on play and making.
KW - Avatar
KW - Avatar identification
KW - Badges
KW - Educational games
KW - Level creation
KW - Making
KW - Virtual identity
UR - https://www.scopus.com/pages/publications/85046938889
UR - https://www.scopus.com/pages/publications/85046938889#tab=citedBy
U2 - 10.1145/3173574.3174174
DO - 10.1145/3173574.3174174
M3 - Conference contribution
AN - SCOPUS:85046938889
T3 - Conference on Human Factors in Computing Systems - Proceedings
BT - CHI 2018 - Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems
PB - Association for Computing Machinery
T2 - 2018 CHI Conference on Human Factors in Computing Systems, CHI 2018
Y2 - 21 April 2018 through 26 April 2018
ER -