An Exploratory Study of Undergraduate Nursing Students' Perceptions of Digital Badges

Background: Digital badges are virtual and visual representations of achievement by an individual learner. Student motivation to attain competencies in quality and safety may be increased through earning badges; however, empirical research in the literature is scarce. Method: Approximately 100 nursing students' perceptions of digital badges were assessed after completing online safety and quality of care modules. The attention, relevance, confidence, and satisfaction (ARCS) model of motivation was used as a theoretical framework. Results: Quantitative findings revealed a range of neutral to positive perceptions of digital badges. Content analysis described polarized opinions of the badges' effect on motivation toward learning; however, the majority of students found digital badges to be meaningful and motivating. Conclusion: Although most nursing students reported that digital badges motivated them in the learning activity, perceptions are contingent on factors that require further exploration: internal versus external motivation, previous exposure to badges, and future uses of digital badges in their professional lives.