The psychosocial impact of NHS Digital Badges on a school-aged cohort

Abstract

Goal-oriented modalities of learning have long been used in educational settings to promote engagement and encourage a step-by-step approach to the acquisition of skills and knowledge. Historically, badges have been material, but in keeping with technological advancements there is a move towards encouraging greater digital engagement. Digital badges are today’s version of the Scouts and Guides badge, a virtual non-material version, increasingly being utilized as a pedagogical resource in education and business settings. In 2015, National Health Service (NHS) England developed and launched its own digital badges aimed at supporting children and young people’s education of health and well-being. This article presents findings from the first study to explore the psychosocial impact of NHS Digital Badges as perceived by primary school-aged children and their teachers. We conducted a small-scale evaluation involving children aged 8–10 (n = 57) and their teachers (n = 2), from a primary academy (school) in the north of England using NHS Digital Badges in their curriculum. Overwhelmingly, children and teachers reflected on the badges positively, as tools that have the capacity to build perseverance, develop emotional awareness, build relationships and enhance skill and knowledge acquisition. Some participants, though, raised vulnerability and safeguarding issues, and we explore the implications of these for future practice.

Keywords

Children’s participation education evaluation information technology

Get full access to this article

View all access options for this article.

References

Aberdour

(2016) Transforming workplace learning culture with digital badges. In: Ifenthaler

Bellin-Mularski

Mah

(eds) Foundation of Digital Badges and Micro-Credentials. Switzerland: Springer International Publishing, pp. 203–219.

Abramovich

Schunn

Higashi

(2013) Are badges useful in education?: it depends upon the type of badge and expertise of learner. Educational Technology Research and Development 61(2): 217–232.

Bandura

(2001) Social cognitive theory: an agentic perspective. Annual Review of Psychology 52(1): 1–26.

Barker

Weller

(2003) ‘Is it fun?’ Developing children centred research methods. International Journal of Sociology and Social Policy 23(1/2): 33–58.

Braun

Clarke

(2006) Using thematic analysis in psychology. Qualitative Research in Psychology 3: 77–101.

Change4Life. Available at: https://www.nhs.uk/change4life. (accessed 26 January 2018)

Data Protection Act (1998). Available at: https://www.legislation.gov.uk/ukpga/1998. (accessed 26 January 2018)

Dweck

(2010) Even geniuses work hard. Educational Leadership 68(1): 16–20.

Freedom of Information Act (2000). Available at: https://www.legislation.gov.uk/ukpga/2000/36/contents. (accessed 26 January 2018)

10.

Frost

(2011) Qualitative Research Methods in Psychology: Combining Core Approaches. UK: McGraw-Hill Education.

11.

Frost

Nolas

(2011) Exploring and expanding on pluralism in qualitative research in psychology. Qualitative Research in Psychology 8(2): 115–119.

12.

Gibson

Ostashewski

Flintoff

. (2015) Digital badges in education. Education and Information Technologies 20(2): 403–410.

13.

Greene

Hogan

(eds) (2005) Researching Children’s Experience: Approaches and Methods. London: SAGE.

14.

Jovanovic

Devedzic

(2015) Open badges: novel means to motivate, scaffold and recognize learning. Technology, Knowledge and Learning 20(1): 115–122.

15.

Makewav.es. Available at: https://www.makewav.es/. (accessed 26 January 2018)

16.

Veale

(2005) Creative methodologies in participatory research with children. In: Greene

Hogan

(eds) Researching Children’s Experience: Approaches and Methods. London: SAGE, pp. 253–272.

17.

Yeager

Dweck

(2012) Mindsets that promote resilience: when students believe that personal characteristics can be developed. Educational Psychologist 47(4): 302–314.