Gamified CLO Intelligence: Design and Prototype of an Intelligent Assessment Innovation for Future Learning in Higher Education

Abstract

The rapid advancement of digital technologies and the emergence of Future Learning have transformed expectations for teaching, learning, and assessment in higher education. Within Outcome-Based Education (OBE), universities are expected to assess higher-order competencies through authentic and learner-centred approaches rather than relying solely on traditional examinations. However, conventional assessment methods often fail to capture students' strategic thinking, problem-solving, and decision-making skills in real-world contexts, limiting the quality of evidence for Course Learning Outcome (CLO) attainment. This study aims to develop Gamified CLO Intelligence (GCI), an intelligent assessment innovation that integrates gamification, Problem-Based Learning (PBL), and Outcome-Based Education to enhance CLO assessment in a Strategic Management course. The innovation transforms CLOs into interactive learning missions within a web-based business simulation, enabling students to formulate, implement, and evaluate strategic decisions across four progressive business lifecycle stages: foundation, growth, maturity, and transformation. A design and development research approach was employed to conceptualise the framework and develop a functional prototype. This paper presents the conceptual design and prototype development phase of the study. The prototype was designed by aligning game mechanics with CLO requirements, PBL principles, and authentic assessment practices to ensure instructional coherence and assessment validity. While empirical validation with students is slated for future work, the resulting prototype demonstrates the theoretical feasibility of embedding CLO assessment within an interactive learning environment. In conclusion, Gamified CLO Intelligence offers an innovative and future-ready assessment model that bridges pedagogy, technology, and authentic assessment practices. The innovation has the potential to improve learner engagement, strengthen evidence-based assessment of higher-order learning outcomes, and support digital transformation initiatives in higher education.