A Systematic Review of Game-Based Assessment in K-12 Education: Present Current and Moving Forward

Game-based assessments (GBA) have attracted significant research attention because of their potential to predict dynamic models of students' ability states and to support personalised learning and flow. Using the Evidence-centered design (ECD) model as a theoretical framework, this systematic literature review synthesizes the current state of research in GBA. The findings reveal that GBA primarily focus on STEM domains and 21st-century skills assessment. Puzzle games remain the predominant choice which can embed assessment tasks more efficiently, although technologies such as Virtual Reality (VR) are emerging. Although the GBA study captured processual data from students' gameplaying, most data analysis models still haven't been able to dynamically analyse these processes. Mobile platforms are the most common delivery method. This study also discusses how the future direction of GBA can better exploit the strengths in promoting student enjoyment and improving learning outcomes and psychometric quality.