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

匹兹堡大学和卡耐基梅隆大学将测试并完善应用于计算机科学教育的徽章理论。鉴于徽章作为激励因素和评估标志最近吸引了大量关注，该项目的目标是创建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，该项目利用高度流行的机器人竞赛作为分销渠道。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，以尝试为学生参与者实现最佳结果（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），正如他们徽章理论的当前迭代所预测的那样。研究人员将明确跟踪和公布未被充分代表的少数民族、女性和经济状况不佳的学生的数据，以了解徽章是否特别有效，还是遇到了特定于这些人群的障碍。

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.