Emergency response exercises often have a high degree of interaction between the elements that have to be learned. This increases the natural complexity of the information that must be understood and the material that must be learned (Sweller, 1994). However, the achievement of learning goals is often only determined by observation. These observations are certainly valuable in their own right (e.g. detailed descriptions of events, immediate interpretation of data, placing results in context). However, solely using observations to gather data has its limitations (Kanat, Siloju, Raghu & Vinze, 2013). The limitations which are most relevant regarding learning in emergency response exercises are the observer’s cognitive limitations and the (limited) type of data that is being gathered.

Generally speaking, gamification has the potential to aid in the gathering of quantitative data. Gamification is the use of game elements to improve user experience and user engagement in non-game services and applications (Deterding, Sicart, Nacke, O'Hara & Dixon, 2011). In particular, we focus on the potential of gamification to support self-evaluation processes through the automated gathering of data about the participants’ performance.

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