Skip to main navigation menu Skip to main content Skip to site footer


Vol. 14 No. 1 (2023): University didactics, innovation and inclusion. Assessment and feedback

Gamified learning in higher education: A model of participative assessment

January 24, 2023


The article discusses about an evaluative model used in a university teaching aimed at students in the three-year Education Sciences program. The model, which is based on gamified teaching, aims to get students more involved in teaching activities and prompt them to reflect more on their own learning processes. The specificity of this model lies not only in the way it is applied, but also in the process of its construction, to which the students themselves contributed by defining its criteria and improving it edition after edition.


  1. Ahmad A., Zeshan F., Khan M.S., Marriam R., Ali A., and Samreen A. (2020). The impact of gamification on learning outcomes of computer science majors. ACM Transactions on Computing Education (TOCE), 20(2): 1-25.
  2. Al Fatta H., Maksom Z., and Zakaria M. H. (2018). Game-based learning and gami-fication: Searching for definitions. International Journal of Simulation: Systems, Science and Technology, 19(6): 41-1.
  3. Bruschi B., Repetto M., and Talarico M. (2021). Transitions and Perspectives for the Adoption of the Blended Approach in Higher Education. In International Work-shop on Higher Education Learning Methodologies and Technologies Online (pp. 364-376). Cham: Springer.
  4. Calvani A. and Vivanet G. (2014). Evidence Based Education e modelli di valutazio-ne formativa per le scuole. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 1(9): 127-146.
  5. Deterding S., Sicart M., Nacke L., O'Hara K., and Dixon D. (2011). Gamification. using game-design elements in non-gaming contexts. In CHI'11 extended abstracts on human factors in computing systems (pp. 2425-2428).
  6. Ghislandi P.M. and Raffaghelli J.E. (2013). Per una cultura di qualità: valutazione partecipata e apertura di contenuti generati dagli utenti nella didattica online. Formazione & insegnamento, 11(2): 87-102.
  7. Ghislandi P., Raffaghelli J.E., and Cumer F. (2012). La qualità dell’eLearning: un approccio qualitativo per l’analisi dei feedback degli studenti e dei docenti. La qualità dell’eLearning: un approccio qualitativo per l’analisi dei feedback degli studenti e dei docenti, 25-46.
  8. Grange T. and Patera S. (2021). La valutazione formativa per sostenere lo sviluppo della dimensione profonda dell’agire competente. Un caso di studio. Education Sciences & Society-Open Access, 12(2).
  9. Grion V., Serbati A., Doria B., and Nicol D. (2021). Ripensare il concetto di feedback: il ruolo della comparazione nei processi di valutazione per l’apprendimento. Education Sciences & Society-Open Access, 12(2).
  10. Hattie J. and Yates G.C. (2013). Visible learning and the science of how we learn. London: Routledge.
  11. Indriasari T.D., Luxton-Reilly A., and Denny P. (2020). Gamification of student peer review in education: A systematic literature review. Educ Inf Technol, 25: 5205-5234. DOI: 10.1007/s10639-020-10228-x.
  12. Kapp K.M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
  13. Kocadere S.A. and Çağlar S. (2015). The design and implementation of a gamified assessment. Journal of e-Learning and Knowledge Society, 11(3): 85-99.
  14. Longo L., Gülbay E., and Di Carlo D.R. (2021). Valutazione formativa e didattica a distanza all’Università. Annali online della Didattica e della Formazione Docente, 13(21): 199-214.
  15. Lotti A. and Lampugnani P.A. (2020). Faculty development in Italia: valorizzazione delle competenze didattiche dei docenti universitari. Genova: Genova University Press.
  16. Nicol D. (2019). Reconceptualising feedback as an internal not an external process. Italian Journal of Educational Research, 71-84.
  17. Nicol D. (2021). The power of internal feedback: Exploiting natural comparison processes. Assessment & Evaluation in Higher Education, 46(5): 756-778.
  18. Perissinotto A. and Bruschi B. (2020). Didattica a distanza. Com’è, come potrebbe essere. Bari: Gius. Laterza & Figli spa.
  19. Saleem A.N., Noori N.M., and Ozdamli F. (2022). Gamification applications in E-learning: A literature review. Technology, Knowledge and Learning, 27(1): 139-159.
  20. Schön D.A. (1993). Il Professionista riflessivo: per una nuova epistemologia della practica professionale (Vol. 152). Edizioni Dedalo.
  21. Silva R., (2023). Faculty Development, il docente universitario, tra ricerca, didattica e management. Roma: Carocci editore.
  22. Tore R. (2019). La valutazione formativa come strategia di apprendimento. Formazione & insegnamento. Rivista internazionale di Scienze dell'educazione e della formazione, 17(3): 408-416.
  23. Uz Bilgin C. and Gul A. (2020). Investigating the effectiveness of gamification on group cohesion, attitude, and academic achievement in collaborative learning environments. TechTrends, 64(1): 124-136.
  24. Vezzoli Y. and Tovazzi A. (2018). Il Valore Pedagogico della gamification: una revi-sione sistematica. Formazione & insegnamento, 16(1): 153-160.
  25. Vinci V. (2021). Peer review, feedback e nuovi modelli di valutazione partecipata nell’higher education: una sperimentazione presso l’Università Mediterranea di Reggio Calabria. Education Sciences & Society-Open Access, 12(2).


Metrics Loading ...