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Addressing Test Anxiety Using Game-Based Assessment.

Victoria Bonefont¹, Burton Carbino¹, Rana Zakerzadeh¹

¹Department of Engineering, Rangos School of Health Sciences, Duquesne University, Pittsburgh, PA USA.

Biomedical Engineering Education

|July 20, 2022

Summary

This summary is machine-generated.

This study explores using gamification in biomedical engineering (BME) education to reduce student test anxiety and improve academic self-perception. Findings suggest game-based assessments offer a promising alternative to traditional exams, with students cautiously optimistic about their benefits.

Keywords:

Assessment Engineering students Games design Teaching strategies Test anxiety

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Area of Science:

Biomedical Engineering Education
Educational Psychology

Background:

Gamification is an underutilized strategy in higher education.
Biomedical engineering (BME) classrooms present an opportunity for gamification integration.
Student test anxiety and academic performance perception are key areas for improvement.

Purpose of the Study:

To identify and propose methods for integrating gamification in undergraduate BME classrooms.
To explore gamification as a tool to alleviate student test anxiety.
To enhance student perception of academic performance through game-based learning.

Main Methods:

Development and implementation of academic games for BME courses.
Utilizing games as an alternative to traditional examinations.
Collecting and analyzing student feedback on game-based assessments.

Main Results:

Students provided feedback indicating a balanced perspective on game-based evaluations.
Initial student attitudes towards gamified assessments were positive.
Cautious optimism was observed regarding the use of games for testing and evaluation.

Conclusions:

Gamification presents a viable strategy to support student mental health in BME.
Game-based assessments can be effectively implemented as alternatives to traditional exams.
Further exploration and adoption of gamification in BME curricula are warranted.