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Abstract

Purpose: Digital badges, electronic icons that signify an achievement, represent a novel innovation providing evidence of skill mastery.. This study aims to examine the influence of digital badges on faculty motivation and learning in the context of online learning and assess their perceived authenticity during COVID-19 pandemic. Methods: A Cross-sectional study was conducted at Hawler Medical University in June 2020. About 120 Teachers from five colleges of the university who completed an online three level Zoom training program were awarded digital badges based on their ability to use digital tools in e-learning. A questionnaire was used to collect data on participants' perceptions, and the collected data was analyzed using SPSS. Results: The study found that digital badges had a significant influence on participants' motivation and learning, with 91.5% feeling motivated and 90.6% reporting improved understanding. Most participants (90.6%) found digital badges authentic and practical. The majority of participants intended to use digital badges for their work portfolio (78.3%) and professional development documentation (73.6%), while only 34.9% planned to share them on social media. Discussion: the study highlights the significant role of digital badges in motivating and enhancing the professional development of medical faculty, particularly during the COVID-19 pandemic. It emphasizes how digital badges help learner to set goals, receive feedback, and track their progress. However, it noted that some participants still prefer traditional certificates, and they recommend providing a variety of recognition options. Additionally, the research underscores the practical implication of digital badges in providing a possible solution for self-paced faculty training.

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