Abstract
Regarding the massive sustainability challenge mankind is currently facing, there is an indisputable need to implement sustainability as the key reference point into higher engineering education in order to prepare the stakeholders of tomorrow. This requires networked thinking on the part of the learner and increases the learning goals’ complexity dramatically. The actual achieved learning outcomes are often evaluated by assessing factual knowledge in higher education. However, it has been shown many times that students choose the examination format for orientation when studying. Thus, the authors propose a gamified summative assessment approach that requires networked thinking to direct students’ learning efforts towards broad competency building. In a study with 25 students of a master engineering course, the effects of a gamified examination design are investigated.
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