A Reproducible Ranking Pipeline for Gamified Peer-Assessment in Project-Based Learning Supporting SDG 4

Authors

  • Sabo Hermawan Universitas Negeri Jakarta, Indonesia
  • Fauzan Fadlullah Universitas Negeri Jakarta, Indonesia
  • Inkreswari Retno Hardini Universitas Negeri Jakarta, Indonesia
  • Alifah Nur Rahmawati Universitas Negeri Jakarta, Indonesia
  • Cornellius Seno Adriano Universitas Negeri Jakarta, Indonesia

DOI:

https://doi.org/10.47709/cnahpc.v8i4.9512

Dimension:

Keywords:

Algorithmic Tie-Breaker, Data Cleaning, Gamification, Peer Assessment, Project-Based Learning, Reproducible Ranking, SDG 4

Abstract

Background: Gamified live-scoring effectively stimulates engagement in project-based learning. However, low-friction interfaces often introduce vulnerabilities, such as structurally invalid ranking selections that occur in rapid-response environments, threatening data integrity. Objective: This study develops a reproducible data-validation and lexicographic ranking pipeline for gamified peer-assessment systems to safeguard evaluation integrity and support SDG 4 (Quality Education). Methods: The proposed pipeline combines identity deduplication, structural validation of ranked selections, weighted score aggregation, and hierarchical tie-handling. The integrated validation and ranking pipeline was evaluated using 181 historical submissions from four classroom cohorts engaged in project-based learning. Results, The validation stages retained 155 valid submissions, establishing an 85.6 percent retention rate. An ablation analysis revealed that identity deduplication and ranking-rule validation detected partially overlapping data quality issues. Empirical analysis demonstrated that secondary vote-tier counts deterministically resolved ties when project groups shared the same aggregate score but differed in premium votes. Exact ties remaining across all ranking keys were assigned shared ranks. A sensitivity analysis comparing two weighting schemes found highly stable top-three rankings across all cohorts, ensuring algorithmic reproducibility. Conclusion: The findings indicate that the computational pipeline successfully produced an auditable and reproducible leaderboard under the evaluated classroom-scale dataset, thereby ensuring procedural consistency. Although the top-three rankings remained stable under the tested weighting schemes, broader validation is recommended before large-scale deployment.

Downloads

Download data is not yet available.

References

Alqassab, M., Strijbos, J.-W., Panadero, E., Ruiz, J. F., Warrens, M., & To, J. (2023). A Systematic Review of Peer Assessment Design Elements. Educational Psychology Review, 35(1), 18. https://doi.org/10.1007/s10648-023-09723-7

Boehmer, N., Bredereck, R., & Peters, D. (2026). Rank aggregation using scoring rules. Theory and Decision, 100(1), 95–156. https://doi.org/10.1007/s11238-025-10120-5

Castillo-Parra, B., Hidalgo-Cajo, B. G., Vásconez-Barrera, M., & Oleas-López, J. (2022). Gamification in higher education: A review of the literature. World Journal on Educational Technology: Current Issues, 14(3), 797–816. https://doi.org/10.18844/wjet.v14i3.7341

Concina, E. (2022). The Relationship between Self- and Peer Assessment in Higher Education: A Systematic Review. Trends in Higher Education, 1(1), 41–55. https://doi.org/10.3390/higheredu1010004

Craig, C., & Kay, R. (2025). Online Student Peer-Assessment in Higher Education: A Systematic Review of the Literature. Journal of University Teaching and Learning Practice, 22(2). https://doi.org/10.53761/7jj6at39

De Brún, A., Rogers, L., Drury, A., & Gilmore, B. (2022). Evaluation of a formative peer assessment in research methods teaching using an online platform: A mixed methods pre-post study. Nurse Education Today, 108, 105166. https://doi.org/10.1016/j.nedt.2021.105166

Fleckney, P., Thompson, J., & Vaz-Serra, P. (2025). Designing effective peer assessment processes in higher education: a systematic review. Higher Education Research & Development, 44(2), 386–401. https://doi.org/10.1080/07294360.2024.2407083

Hermawan, S., Anugrah, S., Parlyna, R., Suyono, W. P., & Puspa, E. S. (2026). Smart Campus Experience: Integrating Web-Based ERP, Big Data Analytics, and AI-Powered Dashboards to Enhance Student Engagement in International Programs (pp. 311–320). https://doi.org/10.1007/978-3-032-12990-1_29

Kerman, N. T., Banihashem, S. K., Karami, M., Er, E., van Ginkel, S., & Noroozi, O. (2024). Online peer feedback in higher education: A synthesis of the literature. Education and Information Technologies, 29(1), 763–813. https://doi.org/10.1007/s10639-023-12273-8

Khaldi, A., Bouzidi, R., & Nader, F. (2023). Gamification of e-learning in higher education: a systematic literature review. Smart Learning Environments, 10(1), 10. https://doi.org/10.1186/s40561-023-00227-z

Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies. Applied Sciences, 12(13), 6809. https://doi.org/10.3390/app12136809

Lin, J., & Yang, P. (2019). The Impact of Score Ties on Repeatability in Document Ranking. Proceedings of the 42nd International ACM SIGIR Conference on Research and Development in Information Retrieval, 1125–1128. https://doi.org/10.1145/3331184.3331339

Loureiro, P., & Gomes, M. J. (2023). Online Peer Assessment for Learning: Findings from Higher Education Students. Education Sciences, 13(3), 253. https://doi.org/10.3390/educsci13030253

Martínez-Panero, M., & José Luis García-Lapresta. (2026). Characterizing competition ranks within a comprehensive family of position operators. European Journal of Operational Research, 331(3), 866–877. https://doi.org/10.1016/j.ejor.2025.10.030

Misiejuk, K., Wasson, B., & Egelandsdal, K. (2021). Using learning analytics to understand student perceptions of peer feedback. Computers in Human Behavior, 117, 106658. https://doi.org/10.1016/j.chb.2020.106658

Pelizzari, F. (2024). Gamification in higher education: A systematic literature review. Italian Journal of Educational Technology, 31(3).

Pramartha, C., Purnama, M. J., Iswara, I. B. A. I., Suputra, I. P. G. H., Arka, I. W., & Watiniasih, N. L. (2026). Analyzing User Intention to Adopt Balinese Script Digital Tool: A Technology Acceptance Model Approach. Journal of Information Systems Engineering and Business Intelligence, 12(2), 474–488. https://doi.org/10.20473/jisebi.12.2.474-488

Rahmadhan, M. A. W. P., Sensuse, D. I., Suryono, R. R., & Kautsarina, K. (2023). Trends and Applications of Gamification in E-Commerce: A Systematic Literature Review. Journal of Information Systems Engineering and Business Intelligence, 9(1), 28–37. https://doi.org/10.20473/jisebi.9.1.28-37

Roedavan, R., Pudjoatmodjo, B., Siradj, Y., Salam, S., & Hardianti, B. D. (2021). Serious Game Development Model Based on the Game-Based Learning Foundation. Journal of ICT Research and Applications, 15(3), 291–305. https://doi.org/10.5614/itbj.ict.res.appl.2021.15.3.6

Thampy, H., Walsh, J. L., & Harris, B. H. L. (2023). Playing the game: The educational role of gamified peer?led assessment. The Clinical Teacher, 20(4). https://doi.org/10.1111/tct.13594

Zou, D., Xie, H., & Wang, F. L. (2023). Effects of technology enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning. Journal of Computing in Higher Education, 35(1), 166–185. https://doi.org/10.1007/s12528-022-09337-y

Downloads

Published

2026-10-05

How to Cite

Hermawan, S., Fadlullah, F., Retno Hardini, I., Nur Rahmawati, A., & Seno Adriano, C. (2026). A Reproducible Ranking Pipeline for Gamified Peer-Assessment in Project-Based Learning Supporting SDG 4. Journal of Computer Networks, Architecture and High Performance Computing, 8(4), 493–502. https://doi.org/10.47709/cnahpc.v8i4.9512

Citation Tracker

Citation data is temporarily unavailable.

Source: OpenAlex