Gaming and assessment in higher education

Evaluation is one of the eternal challenges of educational theory and practice. Current technologies open new perspectives both in evaluation and in research related to this complex activity. This paper is structured in two parts. The first part, is a synthesis of the current theoretical ideas regarding the presence of gaming elements in the evaluation of students. The second part presents the design of the research. The study assumes that, through the use of gaming elements and various applications, the process of assessing students' knowledge can be significantly improved. Questioning 153 students from the Primary and Preschool Pedagogy specialization regarding the use of gaming elements in assessment, we identify both the types of applications and games used in assessment and the type of subject and activity that teachers assess with the help of some applications or games, as well as the contribution that the applications and games have in the right quantification of the learning results, in the diminution of the stress associated with the evaluation and in the motivation of the students for continuous learning. The research results show that, although in the evaluation of students the elements of gaming are used to a small extent, they consider that such evaluation methods reflect better their level of knowledge. Regarding the reduction of stress associated with assessment by using applications, students' responses indicate a high score. The results also show that assessment with the help of gaming elements is a strong motivating factor for lifelong learning. The study confirms the ideas in the literature that the impact of using gaming elements in student assessment is considerable. Because through such assessment methods, students' motivation and engagement increase significantly, and the stress associated with assessment decreases, the assessment approach from a more specific perspective and needs of students becomes a must-do.