A systematic review of game-based assessment in K-12 education: present current and moving forward
A systematic review of game-based assessment in K-12 education: present current and moving forward
Game-based assessments (GBA) have attracted significant research attention because of their potential to predict dynamic models of students' ability states and to support personalised learning and flow. Using the Evidence-centered design (ECD) model as a theoretical framework, this systematic literature review synthesizes the current state of research in GBA. The findings reveal that GBA primarily focus on STEM domains and 21st-century skills assessment. Puzzle games remain the predominant choice which can embed assessment tasks more efficiently, although technologies such as Virtual Reality (VR) are emerging. Although the GBA study captured processual data from students' gameplaying, most data analysis models still haven't been able to dynamically analyse these processes. Mobile platforms are the most common delivery method. This study also discusses how the future direction of GBA can better exploit the strengths in promoting student enjoyment and improving learning outcomes and psychometric quality.
Evidence-centered design, game-based assessment, learning analytics, psychometric
578-583
Cen, Jiayi
b7adcc8f-e64f-47f4-84e8-7598bf43ad28
McIntyre, Nora
c9a9ecfb-10a7-4f59-b1f5-652f9db2f28f
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
23 September 2025
Cen, Jiayi
b7adcc8f-e64f-47f4-84e8-7598bf43ad28
McIntyre, Nora
c9a9ecfb-10a7-4f59-b1f5-652f9db2f28f
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Cen, Jiayi, McIntyre, Nora and Bokhove, Christian
(2025)
A systematic review of game-based assessment in K-12 education: present current and moving forward.
In 2025 International Conference on Artificial Intelligence and Education, ICAIE 2025.
IEEE.
.
(doi:10.1109/ICAIE64856.2025.11158011).
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Conference or Workshop Item
(Paper)
Abstract
Game-based assessments (GBA) have attracted significant research attention because of their potential to predict dynamic models of students' ability states and to support personalised learning and flow. Using the Evidence-centered design (ECD) model as a theoretical framework, this systematic literature review synthesizes the current state of research in GBA. The findings reveal that GBA primarily focus on STEM domains and 21st-century skills assessment. Puzzle games remain the predominant choice which can embed assessment tasks more efficiently, although technologies such as Virtual Reality (VR) are emerging. Although the GBA study captured processual data from students' gameplaying, most data analysis models still haven't been able to dynamically analyse these processes. Mobile platforms are the most common delivery method. This study also discusses how the future direction of GBA can better exploit the strengths in promoting student enjoyment and improving learning outcomes and psychometric quality.
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Published date: 23 September 2025
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© 2025 IEEE.
Venue - Dates:
2025 International Conference on Artificial Intelligence and Education, ICAIE 2025, , Suzhou, China, 2025-05-14 - 2025-05-16
Keywords:
Evidence-centered design, game-based assessment, learning analytics, psychometric
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Local EPrints ID: 506676
URI: http://eprints.soton.ac.uk/id/eprint/506676
PURE UUID: 3cef82c9-79a3-41ef-abef-cde60b55c3d3
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Date deposited: 13 Nov 2025 17:49
Last modified: 14 Nov 2025 03:02
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Author:
Jiayi Cen
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