![]() Social media increases opportunities to glimpse celebrities’ glamorous lifestyles and to interact with celebrities. We contribute findings and design recommendations that are useful for understanding and designing widely used but potentially detrimental reward mechanics. Quantitative results further support the dualistic experience of such rewards. We found that players perceived these rewards as beneficial (e.g., as motivation), as negative (e.g., by promoting fear of missing out), or even as an obligation or chore. 178 participants completed a mixed-methods survey and described such rewards in games they play, the tasks required to acquire them, and their experience qualitatively and with validated scales of motivation regulation and passion orientation. ![]() As they are widely prevalent in a variety of games, it is important to understand how such rewards are experienced by players to inform potential pitfalls, such as when they are negative for gaming experience or lead to unhealthy gaming behaviours. These rewards may serve players by facilitating enjoyment or motivation however, they may also be considered differently by skeptical players, e.g., as dark patterns that do not benefit players, and may detract from-or even harm-player experiences. Many games use engagement rewards as incentives for players to engage, e.g., daily login rewards, repeatable challenges, or seasonal rewards like holiday skins. Furthermore, this study offers hypotheses related to badging that can be pursued in future studies. These findings suggest design features to a badging system to support student motivation as well as ways that teachers can accrue benefits from involvement. The contribution of this work is more than simply providing empirical findings to a nascent field. Specifically, the study investigates if teachers learned new information about students that could be actionable for instruction, did the badging system influence their interactions with colleagues, and did the badging system influence their instruction in any way? The data suggest that the badging system provided teachers with new information about their students, but had minimal impact on the teachers’ collegial interactions and instructional practice. The second study investigates the impact on teachers participating as facilitators within the badging system. Specifically, the paper uncovers some key elements of the badges that motivated students’ participation. The first study explores the relationship between student participation in the school’s badging system and students’ interests. Therefore, one of the studies directs its lens on the participating students and the other study directs its lens on the participating teachers. As a school-based intervention, ostensibly the badging system could impact both the students and the teachers involved. ![]() This dissertation presents two studies of a badging system within a school-based setting. Yet, there are very few empirical studies of their implementation within a school setting. Badges and badging have recently emerged as a program within formal and informal education to improve learning experiences. ![]()
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