Abstract
Gamification of assessment has recently emerged as a valuable strategy to enhance student motivation and engagement in higher education. However, studies have focused on behavioural reactions and learning outcomes in response to gamification, the effective design of gamified assessment to improve students’ motivation and engagement remains unclear, creating a notable gap in the current literature. The purpose of this research is to fill this identified research gap, proposing a conceptual framework addressing the design elements of gamified assessment in higher education. The provisional conceptual framework, Gamified Assessment for students’ Motivation and Engagement, which is abbreviated as GAME, aims to enable educators in higher education to design positive gamified assessment experiences for students. A systematic literature review has been conducted as the research methodology, with PRISMA systematic procedures used to screen the articles across JSTOR, SCOPUS, ProQuest, and Web of Science databases. Through this procedure, 69 relevant studies have been identified. Eight attributes in relation to assessment design were summarised. The conceptual framework on the assessment methodology was constructed. The framework, GAME, provides valuable insights for creating motivating and engaging assessment in higher education. It emphasises the design elements of gamified assessment and has the potential for improving other aspects of student experience such as student satisfaction and academic performance. The framework can also be used as a tool for future empirical and experimental research.
Author Information
Ying Wu, University of Dundee, United Kingdom
Malcolm Stewart, University of Stirling, United Kingdom
Paper Information
Conference: ECE2024
Stream: Assessment Theories & Methodologies
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Wu Y., & Stewart M. (2024) Gamified Assessment in Higher Education: A Conceptual Framework for Students’ Motivation and Engagement ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 553-566) https://doi.org/10.22492/issn.2188-1162.2024.44
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.44
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