Collaborative Research: CER: Building a Theory of Badges for Computer Science Education

匹兹堡大学和卡内基梅隆大学将测试和完善应用于计算机科学教育的徽章理论。鉴于徽章最近作为激励因素和评估标志引起了极大的关注，该项目的目标是建立一个指导未来计算机科学徽章计划设计的原则基础。该团队将在一个正在进行的计算机科学教育发展项目中实验性地操纵徽章的使用，该项目利用非常受欢迎的机器人比赛作为分发渠道。他们将监控和调整计算机科学内容模块中评估和徽章表示的形式和内容，以努力为学生参与者实现当前徽章理论迭代所预测的最佳结果(学习者持久性、计算机科学内容学习和计算机科学职业兴趣)。研究人员将明确跟踪并发布代表不足的少数族裔、女性和经济困难学生的数据，以了解徽章是否特别有效，或者是否遇到这些群体特有的障碍。

The University of Pittsburgh and Carnegie Mellon University will test and refine a Theory of Badges applied to Computer Science Education. Given that badges have recently attracted a great deal of attention as both motivator and assessment marker, the goal of the project is to create a foundation of principles that will guide the design of future Computer Science badging initiatives. The team will experimentally manipulate the use of badges within an ongoing Computer Science education development project that leverages highly popular robotics competitions as the distribution channel. They will monitor and adapt the form and content of assessments and badge representations in computer science content modules to try to achieve the best possible outcomes for student participants (learner persistence, computer science content learning, and computer science career interest) as predicted by the current iteration of their badge theory. Researchers will explicitly track and publish data for underrepresented minorities, women, and economically disadvantaged students to see whether badges are particularly effective or encounter obstacles specific to these populations.