Analyzing students' intentionality towards badges within a case study using Khan academy

Abstract

One of the most common gamification techniques in education is the use of badges as a reward for making specific student actions. We propose two indicators to gain insight about students’ intentionality towards earning badges and use them with data from 291 students interacting with Khan Academy courses. The intentionality to earn badges was greater for repetitive badges, and this can be related to the fact that these are easier to achieve. We provide the general distribution of students depending on these badge indicators, obtaining different profiles of students which can be used for adaptation purposes.