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

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.

Lay Description

What is already known about this topic:

• Games can be beneficial in education as they can increase students' motivation and engagement.
• Games can also be used as assessment methods, decreasing students' mathematics anxiety and test anxiety.
• In all of the previous studies, the impact of games on test anxiety is measured utilizing self‐report instruments.

What this paper adds:

• A game‐based assessment method is compared with a conventional examination method utilizing a bio‐feedback device for measuring test anxiety.
• Game‐based assessment has the potential to decrease students' test anxiety in and improve their exam performance in the domain of multimedia learning.
• The examination method can have an indirect effect on exam performance through test anxiety.

Implications for practitioners:

• Educators could exploit game‐based assessment in certain cases in higher education.
• Efforts should be made to make games more friendly and flexible to support game‐based assessment.