Gamification Techniques for Academic Assessment

Assessment through gamification, 2021

The role of gamification in educational learning has gained huge popularity in recent years mong educators, students and parents to improve student experience by increasing progression and lowering attrition However, some students express reservations that the inherently competitive nature of some gamified learning activities negatively impact their learning experience, especially when compared to traditional methods of teaching. This discussion and instructional paper undertakes a review of how assessments through gamifications is How gamification is not only solving the purpose of assessing students or making learning fun and interactive that drives human engagement in an informative and exciting way but It is also preparing students for the job market by building all required skills of 21st century. Along with that it also gives all students an equal

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.

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.

2018

Playing games has been an integral component of daily life and is older than culture. (Huizinga 1949) Gamification in education is becoming an important part of the teacher’s toolkit as educators seek to engage and prepare students for the challenges of the 21st century. Further, they seek to employ skills that many students already possess from their immersive experiences in contemporary virtual gaming. (McGonigal 2010) The repetitive and rewarding nature of gaming makes gamification a strong and valuable learning framework in the real and virtual classroom. This paper addresses examples of how gamification elements may be applied to a typical Science, Technology, Engineering and Mathematics (STEM) class to support engagement, discuss the limitations of gamification in the classroom and finally provide a perspective on the future of gamification in education.

2018

Gamification, the use of game elements in non-gaming context has transcended beyond the reach of virtual classroom, into the real world. The existence of elements such as badges and leaderboard in classroom activities as well as its similarities seen in social networks and virtual learning environments; has exposed gamification to a wider audience in the past few years. Although its initial intention was to attract more usage and participation, the acceptance factors has varied based on the needs of users. The users’ needs can be measured based on their game personality traits; that changes based on the challenges put forth to them. Beyond that, the existence and familiarity towards using technology also plays a key part in promoting gamification in learning. Furthermore, the perception of people towards gamification and its use in education needs to be considered thoroughly to ensure a sustainable learning process that expands beyond the school environment into the homes of the stu...

Humanities and Social Sciences Letters

This paper analyzes the potential of gamified tests as a replacement for conventional tests, and the benefits and challenges of the application of gamification in universities and colleges. It looks into the pros and cons of the use of gamification in higher education, reviews the application of gaming elements in assessments and suggests that the incorporation of gamified activities in some of the practical tasks in the classroom helps to develop and nurture the students' practical competences. The article concludes that although the potential of gamified assessment cannot be ignored, the idea that gamification can result in the mastering of the theoretical concepts has not been proven. Contribution/Originality: This study contributes in the existing literature on the application of serious games in the context of higher education by focusing on assessment. It is one of very few studies which looks into the possibility of replacing traditional assessment tools with game-based tests. 1. INTRODUCTION Universities and colleges have been having a hard time keeping the concentration and motivation of students in lecture rooms. Many students involve themselves in many things during the lecture other than learning. For this reason, many institutions of higher learning are searching for ways of improving students' motivation and engagement. Gamification, which is the application of game elements to learning, is revolutionizing education (Domínguez et al., 2013). In particular, gamified assessments have become a significant topic as professors and teachers look for ways of implementing game-like assessment in their courses to replace traditional tests. However, its application in higher education is still a topic of contention (Darling-Hammond, 2010). This paper analyzes the potential of gamified tests as a replacement for conventional tests, and the benefits and challenges of the application of gamification in universities and colleges. 2. GAMIFICATION IN HIGHER EDUCATION 2.1. The Pros and Cons of the Use of Gamification in Higher Education For educators in institutions of higher learning, implementation of gamification can only be realizable if the current teaching methods are restructured, and the concept is holistically incorporated into the institution's curriculum. However, this poses its own problems since students can be frustrated and confused if game mechanics

Multidisciplinary Approaches to Research, 2023

The development of technology has paved the way for a revolution in education. Technology-enabled learning is becoming an integral part of a larger system of practices and policies to prepare and support a highly skilled workforce in 21st-century learning. E- learning, or digital instruction and training, has utilised gamification for several years. Taking a closer look at the evolution of game-based learning and gamification in computer science, it must be acknowledged that game-based learning appears to have reached a stalemate in which the instructional seamless integration of learning and gaming is not yet a reality. Likewise, gamification in digital teaching and training systems presents a comparable circumstance. Game-based learning is an innovative form of education that incorporates educational computer games. It also includes educational games software, such as learning aids, instructional enhancement, and student assessment. Gamification can help develop a systematic approach, supporting an organised and methodologically sound gamification design for digital teaching and training. Diverse forms of computer games are utilised extensively in the field of education. Creating appropriate games can increase the acceptability of instructional material among learners. Numerous researchers have turned their attention to game-based learning and gamification. Gamification has existed for a long time, originating from marketing initiatives such as point cards and rewards memberships, educational structures, the highest scientific level, degrees, and workplace productivity.

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.

Almanach Concilium Civitas , 2024

Ma polskie korzenie ze strony matki, a jego rodzina pochodzi z Mławy. Mimo że urodził się i wychował w Stanach Zjednoczonych, regularnie odwiedza Polskę i płynnie posługuje się językiem polskim. Jego badania skupiają się na polskiej religijności oraz najnowszych wydarzeniach politycznych w Polsce.

ICGA journal

Computerized composers of chess mate problems are very rare. Moreover, they do not produce neither impressive nor creative new chess mate problems. In this paper, we describe a model called Chess Composer. This model uses a 64-bit representation, an ordered version of Iterative Deepening Depth First Search, and a quality function built with the help of two international masters in chess problems composition. The results of the experiment, we carry out on 100 known problems, show that the quality of 97 of the problems (97%) has been improved. Some of the improvements are rather impressive considering that most of the tested problems were composed by very experienced composers. These new improved problems can be regarded as creative from the viewpoint of experts in chess composition, because they seem to be better, and they are not too similar to the original problems.