Self-regulation in e-learning with badges and e-portfolios: design based research

In the online tutor training course, it is observed as a problem that students do not follow the pace of the course, affecting collaborative learning and the effectiveness of tutorial actions. A didactic intervention is implemented following the "design-based research" approach, introducing transformative elements in a real scenario. In the documentation of the theoretical construct, it is detected that the organization of time is a frequent problem related to dropout rates, recommending the promotion of self-regulation and the development of plans oriented to motivation and loyalty of the student's commitment. gamification and e-portfolio are chosen as emerging pedagogies, creating two badges per module ("Content" and "on time"), and a self-assignment protocol that supports reflection on learning. In the analysis of the results, it is observed that the badges have an impact on the challenge of following the pace of the course, promoting self-regulation and motivation. Self-assignment is judged very positively, favoring reflection and loyalty. In the future, scenarios should be created to assess the weight of reflection in self-regulation as well as the influence of the group's social ecosystem.