JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY, vol.11, no.3, pp.85-99, 2015 (ESCI)
In this research, a gamified assessment was designed considering the theoretical basis and implemented. The dynamics, mechanics and components defined by Werbach and Hunter (2012) for gamification were used in the design process. Eleven undergraduate students participated in the implementation. Learners' opinions about the implementation were collected by questionnaire and focus-group interviews. It was found that the design elicited enjoyment, motivation, flow, and learning. Additionally, it did not cause exam anxiety. Apart from these positive opinions, some learners complained about the visibility of the leader board during assessment and the presence of locked levels. It is believed that this study will serve as a model since it involves a detailed gamified assessment design that is in line with theoretical foundations and contains various gamification components, such as avatars, levels, content unlocking, the leader board, achievements, virtual goods, points, teams, and badges.