Serious games in high-stakes assessment contexts: a systematic literature review into the game design principles for valid game-based performance assessment

Aranka Bijl*, Bernard P. Veldkamp, Saskia Wools, Sebastiaan de Klerk

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

The systematic literature review (1) investigates whether ‘serious games’ provide a viable solution to the limitations posed by traditional high-stakes performance assessments and (2) aims to synthesize game design principles for the game-based performance assessment of professional competencies. In total, 56 publications were included in the final review, targeting knowledge, motor skills and cognitive skills and further narrowed down to teaching, training or assessing professional competencies. Our review demonstrates that serious games are able to provide an environment and task authentic to the target competency. Collected in-game behaviors indicate that serious games are able to elicit behavior that is related to a candidates’ ability level. Progress feedback and freedom of gameplay in serious games can be implemented to provide an engaging and enjoyable environment for candidates. Few studies examined adaptivity and some examined serious games without an authentic environment or task. Overall, the review gives an overview of game design principles for game-based performance assessment. It highlights two research gaps regarding authenticity and adaptivity and concludes with three implications for practice.

Original languageEnglish
Pages (from-to)2041-2064
Number of pages24
JournalEducational technology research and development
Volume72
Issue number4
Early online date8 Apr 2024
DOIs
Publication statusPublished - Aug 2024

Keywords

  • UT-Hybrid-D
  • Performance assessment
  • Professional competencies
  • Serious games
  • Systematic literature review
  • Validity
  • Game design principles

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