Game‐based assessment: investigating the impact on test anxiety and exam performance

Apostolos Mavridis · Τhrasyvoulos Tsiatsos

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Educational Games and Gamification Online Learning and Analytics Educational Technology and Assessment

Abstract

Abstract The aim of this study is to assess the impact of a 3D educational computer game on students' test anxiety and exam performance when used in evaluative situations as compared to the traditional method of examination. The participants of the study were students in tertiary education who were examined using game‐based assessment and traditional assessment in a 2 × 2 cross‐over design. The game was flexible, providing the instructor with the opportunity to import and edit exam questions and modify several aspects via an administration panel. Following the collection and analysis of both quantitative and interview data, it was revealed that the students' test anxiety was reduced during the game‐based assessment. Furthermore, the exam performance of the students was significantly better when the game method was used. The results showed that there is a linear negative relationship between the students' test anxiety and exam performance as well as that these variables are correlated in a causal way. Overall, this study provides evidence that game‐based assessment could be potentially beneficial for students.

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References

1990Grounded theory research: Procedures, canons, and evaluative criteria 2004What Video Games Have to Teach Us about Learning and Literacy 2003What video games have to teach us about learning and literacy 2003Digital game-based learning 2008Measuring and defining the experience of immersion in games 2013Gamifying learning experiences: Practical implications and outcomes 1988Correlates, Causes, Effects, and Treatment of Test Anxiety 2002Cognitive Test Anxiety and Academic Performance

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