Badge use has rapidly expanded in recent years and has benefited a variety of applications. However, a large portion of the research has applied a binary "useful" or "not useful" approach to badging. Few studies examine the characteristics of the user and the impact of those characteristics on the effectiveness of the badging system. This study takes preliminary steps toward that cause, examining the effectiveness of a badging system across two web-based university courses in relation to the individual differences of the learners. Individual differences are examined through the lens of Long-Dziuban reactive behavior types and traits. Results revealed differences in badge effectiveness that were dependent upon students' Long-Dziuban categorization. Student engagement, intrinsic motivation, reflective and integrative learning, and higher order learning were the constructs most dependent upon categorization. Additional results and their implications are discussed within.