Evaluating a gamified assessment model to enhance performance and engagement in finance education: A quasi-experimental study

This study examines the impact of a long-term gamified assessment model on academic performance and student engagement in a university-level finance course. Implemented via the Socrative platform, the intervention was designed as a simulated financial office with progression-based challenges, digital rewards, and role-based incentives. A quasi-experimental design was used to compare an experimental group exposed to gamification with a control group receiving traditional instruction. The results indicate that gamification significantly improved class attendance, commitment to the course, and success in continuous assessment, although no significant differences were found in final grades. Moreover, the effect sizes observed in this study are notably larger compared to prior studies. This suggests that the gamification intervention had a more substantial positive impact, particularly on continuous assessment and attendance, than typically reported in the gamification literature. These findings contribute to current debates in management education by offering empirical support for the integration of technology-enhanced learning and formative assessment strategies into technical and quantitatively oriented subjects. • A long-term gamified assessment model was applied in a university-level Finance course. • The intervention was structured around formative quizzes, role-based progression, and digital badges. • Students exposed to gamification showed higher class attendance and pass rates in continuous assessment. • Gamification scores were significantly associated with academic performance and behavioural engagement. • The model demonstrates the effectiveness of scalable, ICT-supported strategies in quantitative business education.