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This study explores first-year students’ motivation to integrate digital badges into their academic journey before their implementation. Through a questionnaire survey, we assessed their willingness to accept and use these skill recognition tools, relying on self-determination theory. The results show a generally high level of motivation among students, with particularly significant effects among female students, for the integration of digital badges. This motivation is strongly linked to psychological factors such as autonomy and perceived competence, indicating that digital badges could play an important role in enhancing engagement and university integration. These findings suggest that using digital badges could be an effective strategy for promoting intrinsic motivation and the acquisition of transversal skills in higher education.

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Digital Badges and Motivation: First-Year University Students’ Perceptions

  • 会议论文

  • 发表日期：

    2025年

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  • Asmae Tayane,
  • Azzedine Atibi,
  • Mohamed Radid,
  • Ghizlane Chemsi

摘要

This study explores first-year students’ motivation to integrate digital badges into their academic journey before their implementation. Through a questionnaire survey, we assessed their willingness to accept and use these skill recognition tools, relying on self-determination theory. The results show a generally high level of motivation among students, with particularly significant effects among female students, for the integration of digital badges. This motivation is strongly linked to psychological factors such as autonomy and perceived competence, indicating that digital badges could play an important role in enhancing engagement and university integration. These findings suggest that using digital badges could be an effective strategy for promoting intrinsic motivation and the acquisition of transversal skills in higher education.