Gamification and vocational assessments: A systematic review

Abstract

Background: Gamification – the integration of game-like elements into non-gaming contexts – has gained attention for improving engagement, motivation and user experience in assessment. While widely used in organisations, its role in vocational assessment remains underexplored.
Objective: This systematic review aims to explore how gamification is employed in vocational assessments, focusing on its practical uses, associated benefits and identified limitations.
Methods: Using a structured eight-step systematic review process, searches were conducted across four electronic databases to identify relevant articles published between 2010 and 2024 that utilised gamification in vocational assessment. After an extensive full-text screening and quality appraisal, six articles met the inclusion criteria. Thematic analysis using coding reliability was applied to organise findings into relevant themes.
Results: From the themes it was evident that gamification enhances engagement, motivation and skill development in vocational assessments. Interactive simulations can help individuals adapt to evolving career demands. However, ethical concerns such as data privacy, cultural biases and the balance between technology and human-centred approaches present challenges.
Conclusion: Gamification supported by advancements in artificial intelligence demonstrates great promise in vocational assessment. Addressing ethical considerations and cultural sensitivities is essential to maximise its effectiveness. Proper implementation can transform these tools into powerful career development resources.
Contribution: This study highlights gamification’s potential in vocational assessment, emphasising its role in engagement, motivation and skill development. It outlines key benefits and challenges, offering insights for ethical and culturally sensitive implementation to maximise its effectiveness in empowering diverse individuals in career planning and development.