Date of Award
Master of Science (MS)
Program of Study
Over the past several years, there has been a growing interest in using gamified and game-based assessments to measure individual differences (e.g., cognitive ability, personality) in both research and selection contexts. This interest, in part, stems from the research showing that gamified assessments are associated with more positive candidate reactions to selection processes and the potential to mitigate faking on personality assessments. To date, little research has examined the impact of gamification on faking overall and little research has combined gamification with a more traditional method of mitigating faking on personality assessments such as warnings. The purpose of this study is to combine warnings with gamified and traditional personality assessments to examine both the independent and combined effectiveness of warnings and gamification in deterring faking. This study also captures and evaluates the participants’ attitudinal reactions to both warnings and gamified personality assessments. Overall, the results supported only one of the study’s hypotheses. Implications of the findings and directions for future research are discussed.
Yu, Sabrina, "Impact of Warnings on Gamified Personality Assessments" (2021). CUNY Academic Works.