Before getting into the “Badges As Architectures of Experience” article, I looked up Stephanie Vie and she currently teaches at the University of Central Florida as an Associate Professor of Writing and Rhetoric.  Her primary interests are multimodal composition, technological literacy and computer games. She also edited a text called (e)Dentity which you can read parts of here. Her co-writers, Joseph Fanfarelli and Rudy McDaniel, also specialize in gaming and digital badges. Both Fanfarelli and McDaniel co-wrote this article which argues that in order to create a “gamified” design, it must be “flexible,” “enjoyable” and “accessible.”

In “Badges as Architecture of Experience,” Vie argues that badges can encourage “bi-directional interaction” and that “rhetorical elements” can create a “more meaningful badge” (304-305). Badges on a system like BzzAgent illustrate that there is only a one-way communication (from the site to the user). The users are not motivated to get more badges or interact with other users (306-7). On the other hand, the Nike+ fitness app encourages app users to view the badges of others and motivates users to continue achieving badges. Not only are users more engaged with the app, but they are also keeping up with a healthy lifestyle (309-10). Vie argues that these health and fitness apps such as Nike+ and Fitbit allow for a “two-way communication between the user and the technological system as well as multiple users within the system” (313).

I think it would be really cool to structure a class and divide students up on what type of “gamification user” they are and then have them engage in a semester-long project creating a game or set of badges…

Vie, McDaniel, and Fanfarelli also outline Porter’s Elements of Digital Delivery which include: “body/identity, distribution/circulation, access/accessibility, interaction, and economics” (313). Vie emphasizes that delivery is important because the “user may then complete or fail to complete badged actions […] and may complete them in an order that was not predicted by the badge’s designer” (314). What I found most interesting was when the discussion of badges being awarded by a “well-respected entity” and the professional “tone” of the badge was brought up (315).

Speaking of experience and badges, I’m currently piloting digital badges for Stony Brook students based on the eight career competencies that college students should have before entering the workforce (more info here). What I’m currently learning is that you must not only concern yourself the user receiving the badge, but you must also think of what value the badge will bring the eventual employer. I also found a relevant reading here – can’t seem to find a free version. What I also find important is the institution awarding the badge (is it an educational institution or a for-profit business?) and that the badges being awarded are meaningful and motivational for the user.

Citation:

• Vie, Stephanie, Rudy McDaniel, and Joseph R. Fanfarelli. “Badges as Architecture: From Signaling to Communication.” Rhetoric and Experience Architecture. Eds. Michael Salvo and Liza J. Potts. Chapter 18. Parlor Press, 2016. 304-322.

Questions:

1. What can instructors do in the classroom to “gamify” the experience for their students?
2. Can there be a way to use social e-portfolios with badges to keep students engaged with their peers as well as their instructors?
3. I’d like to connect back to the reading about Mozilla last week and how technology can help empower everyone, but it must be accessible. I came across this article and realized – how empowering would it be if students made their own badges?