The design and implementation of gamified assessment (original) (raw)
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The design and implementation of a gamified assessment
Journal of e-learning and knowledge society, 2015
In this research, a gamified assessment was designed considering the theoretical basis and implemented. The dynamics, mechanics and components that Werbach & Hunter (2012) defined for gamification, used in the design process. Eleven undergraduate students participated in the implementation. Learners’ opinions about implementation were collected by questionnaire and focus-group interview. It was found that the design elicited enjoyment, motivation, flow, and learning. Besides it did not cause exam anxiety. Apart from these positive opinions, some learners complained about the visibility of the leader board during assessment and the presence of locked levels. It is believed that this study will serve as a model since it involves a detailed gamified assessment design that is in line with the theoretical foundations and contains various gamification components as avatars, levels, content unlocking, the leader board, achievements, virtual goods, points, teams, and badges.
The need of gamified assessment for engaging learning experience
Bulletin of Electrical Engineering and Informatics
Gamification described as the use of game elements for purposes beyond games. As an extension of that, gamified assessment is defined as the use of gamification for assessment purposes. However, the traditional method of assessment remains the standard for student performance assessment, and this raises two assumptions. First, the current gamification implementation is still in its infancy. Thus, it is still unappealing enough for practical use. Second, there is a lack of study that brings forward the desire to have gamification implemented in the assessment. Hence, this study intends to explore the student’s perception of gamified assessment followed by their verdict, acquire the strength and weakness points of the existing implementation. In total, 86 students across several universities in Malaysia involved in this study. The present study implemented standard descriptive statistical methods for analyzing the data. The findings showed that there are needs for gamified assessment ...
Gamification's role as an Assessment and Learning Tool in Education
Gamification is a new and upcoming trend that is predicted by many to further enhance the field of educational technology in the new millennium. The use of gamification has fared well in the corporate world and is gradually transcending into the educational arena. The usage of game elements such as points, badges and leaderboard can assist in keeping the students not only motivated but also engaged to the teaching and learning process in the school. As learning and assessment come hand in hand as a knowledge acquiring process in a classroom, therefore it should be identified whether gamification can be truly utilized is via the form of an assessment and learning tool in the teaching and learning process. This paper will discuss about the repercussions of using gamification as an assessment and learning tool based on the review of several studies.
Gamification's Role as a Learning and Assessment Tool in Education
International Journal of Knowledge-Based Organizations, 2016
Gamification is a new and upcoming trend that is predicted by many to further enhance the field of educational technology in the new millennium. The use of gamification has fared well in the corporate world and is gradually transcending into the educational arena. The usage of game elements such as points, badges and leader board can assist in keeping the students not only motivated but also engaged to the teaching and learning process in the school. As learning and assessment come hand in hand as a knowledge acquiring process in a classroom, therefore it should be identified whether or not gamification can be truly utilized in the form of a learning and assessment tool in the teaching and learning process. This paper will discuss about the repercussions of using gamification as a learning and assessment tool based on the review of several studies carried out in the field of gamification.
Evaluation of a Gamification Methodology in Higher Education
2015
The gamification neologism is applied to using game-thinking and game mechanics to solve problems and to engage audiences. In the previous year we applied the concept in the context of the Higher Education, in the course of computer science. We used several game design mechanisms in several aspects of the learning process. A reward mechanism was central to the gamification approach, providing automatic classification of students and constant and up-to-date feedback of their progress within the course. Each chapter of the course’s content was mapped to a level, in a total of five. The student had to complete all the levels to be able to succeed in the course. Each level provided three difficult levels, which the student could choose and, according to this choice, adopt a classification grade. Several learning experiences were designed. Centered in the student, the learning experiences were designed to be active, meaningful, with social meaning, integrative, and diversified, giving th...
Gamification as transformative assessment in higher education
HTS Teologiese Studies / Theological Studies, 2017
Gamification in education is still a very new concept in South Africa. Being a 21st-centuryinvention, it has already established itself in the world within the environs of the corporatemarket, marketing, training and the social world. This article will first discuss gamification(and all its other designations) and its applications in general; thereafter, the focus will be onthe application of gamification within the environment of education, and more specificallywith an emphasis on assessment. The burning question for South Africa is whethergamification can enhance a module or course on the level of higher education so much that aneducational institution cannot do without it anymore, knowing that we are working withstudents belonging to the ‘Digital Wisdom generation’. This article would like to open theway for the implementation of gamification as a transformative online assessment tool inhigher education.
Gamification Techniques for Academic Assessment
2014
Students from the millennial generation have come to expect highly developed and engaging academic tools including those used to assess their performance. Keeping up with these expectations can be a daunting task for educators. However, the creative use of gamification, customization and on-demand supplemental material can potentially lead to a more engaging assessment experience. This presentation will focus on the topic of gamification and the millennial generation. The audience will participate in an open dialogue about how gaming and other engaging approaches can play a role in the summative assessment process.
INFORMS Transactions on Education, 2020
We explored the effects of assessment gamification on students' content knowledge and perceptions of satisfaction, course experience, learning, and impact of teaching techniques. The course preparation, attendance, quizzes, classroom activities, and team projects of an undergraduate operations and supply chain management course had game elements that accumulate to team advantages in the collaborative midterm and final exam. Interestingly, we found that gamifying assessment activities resulted in significantly lower content knowledge, satisfaction, and course experience. Difference in perceived learning was not significant. Also, team exam scores were significantly lower in the gamified group, whereas individual exam scores were not significantly different. This study contributes to the literature by providing empirical evidence that gamification in classroom may produce unintended consequences and implementing gamification restrictively to assessment is ineffective at best. Directions for further research are discussed.
Students’ Opinions Toward Game Elements Used in Gamification Application
Turkish Online Journal of Qualitative Inquiry, 2018
Gamification is defined as the use of game elements in non-game contexts. The use of gamification in education is stated as the successful integration of the course contents to increase the students' motivation, performance, and attitudes towards the course. However, when gamification is integrated into education, it may result in unexpected outcomes. The aim of study in this context is to examine the students' views towards game elements used in gamification application. Therefore, 12 students' view from 2 nd , 3 rd , 4 th , 5 th , 6 th , and 7 TH grades were collected to analyze in categories of game elements such as an avatar, feedback/reinforcers/points/reward, leaderboard, use, and announcements-notifications. Qualitative research methods were used to analyze the views from the semi-structured interviews. The findings were evaluated and interpreted in terms of the motivation of students and game elements (points, leaderboard, announcements-notifications, avatar).
Development of Student Performance Assessment Applications using Website-based Gamification Concept
International Journal of Research and Applied Technology
Violations that continue to increase, as if unconsciously, can affect the teacher's assessment of students. To overcome this issue, an application for student performance assessment was developed using the concept of web-based gamification to reduce the frequency of violations. The purpose of this study is to improve the quality of students by encouraging them to adhere to school rules and rewarding those who comply. The research employs the concept of gamification and a daily assessment method, whereby assessments are carried out every day and calculated monthly. This method involves communication, planning, modeling, and construction, culminating in deployment. The results show that the web-based assessment application, utilizing gamification methods, can effectively improve student behavior in a more positive direction. Additionally, testing of the black box functionality revealed successful results, demonstrating that the application is reliable and feasible for use. Overall...