Addressing Test Anxiety Using Game-Based Assessment

Addressing Test Anxiety Using Game-Based Assessment

Addressing Test Anxiety Using Game-Based Assessment

By Victoria Bonefont, Burton Carbino & Rana Zakerzadeh

Abstract

“This paper identifies an opportunity to integrate gamification in undergraduate biomedical engineering (BME) classrooms to alleviate student test anxiety and promote student perception of their academic performance. Gamification is a popular educational strategy that does not appear to be widely explored or adopted in higher education, particularly in a BME setting. This study proposes methods for the development, implementation, and evaluation of academic games and provides concrete practices and detailed instruction in which games can be used as an alternative to a traditional exam to support student mental health. The reflection provides the feedback received from students which demonstrates a balanced view of using game-based activities for tests and evaluations, cautiously optimistic based on the initial positive attitude seen from students.”

Reference

Bonefont, V., Carbino, B., &; Zakerzadeh, R. (2022). Addressing test anxiety using game-based assessment. Biomedical Engineering Education. doi:10.1007/s43683-022-00082-3 https://link.springer.com/article/10.1007/s43683-022-00082-3

Keyword

Game-based, classrooms, education, anxiety, assessments, research