Gamified Assessment of Technical Skills in Electrical Engineering Education: A Systematic Literature Review
DOI:
https://doi.org/10.17509/ijotis.v5i2.96512Kata Kunci:
Electrical engineering education, Gamified assessment, Performance-based assessment, Systematic literature review, Technical skill assessment.Abstrak
Technical skill assessment in electrical engineering education is still predominantly based on conventional methods that do not fully capture students’ practical competencies. Gamification has emerged as an alternative approach by integrating game elements into assessment processes to enhance motivation, engagement, and feedback quality. This study conducts a Systematic Literature Review (SLR) of 45 international publications published between 2002 and 2025, retrieved from Scopus, IEEE Xplore, SpringerLink, and Web of Science using the PRISMA protocol. The findings indicate a significant increase in research activity since 2015, accompanied by a shift toward performance-based gamified assessment. Commonly implemented gamification elements include points, badges, leaderboards, and simulation-based challenges. While gamification has been shown to improve student participation and engagement, evidence regarding its effectiveness in improving assessment accuracy remains contextual and cannot be generalized. Key challenges include pedagogical design alignment, technological infrastructure readiness, variations in learning styles, and potential conflicts between game mechanics and technical competency indicators. Overall, gamification demonstrates potential as an evidence-based assessment tool in electrical engineering education, provided that appropriate instructional design and technological support are in place.
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