Do More Micro-credentials Equal Better Grades?

A Study of Information Literacy Digital Badges and Student Course Grades 

Authors

  • Emily L. Rimland Penn State
  • Anne C. Behler The Pennsylvania State University
  • Wendy Pothier University of New Hampshire

DOI:

https://doi.org/10.5195/palrap.2025.306

Keywords:

information literacy, digital badges, microcredentials, University Students, grades, Higher Education

Abstract

This study investigates the impact of information literacy digital badges on student course grades. Despite the growing popularity of digital badges in higher education, empirical evidence regarding their effect on academic performance remains limited. This research aims to fill that gap by analyzing the relationship between badge earning and student success, addressing the overarching question: What is the impact of badge earning on student course grades? The study utilizes data from over 900 students who participated in the digital badge program, which offered information literacy badges as co-curricular activities. The data analysis examined correlations between the number of badges earned and student grades, as well as differences based on gender and class standing. The findings indicate a significant positive correlation between earning at least one digital badge and higher course grades. The study’s findings support the potential of digital badges as a meaningful tool for enhancing student learning and success.

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Published

2025-05-13

Issue

Vol. 13 No. 1 (2025): Pennsylvania Libraries Research & Practice

Section

Research

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Copyright (c) 2025 Emily L. Rimland, Anne C. Behler, Wendy Pothier

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