Degree

BS (Social Sciences & Liberal Arts)

Faculty / School

School of Economics and Social Sciences (SESS)

Department

Department of Social Sciences & Liberal Arts

Date of Award

Spring 2025

Date of Submission

2025-07-03

Advisor

Dr. Tehzeeb Sakina Amir, Assistant Professor - SSLA,SESS

Project Type

SSLA Culminating Experience

Access Type

Restricted Access

Keywords

C-factor, gamified recruitment assessment, candidate experience, stress and motivation, Pakistan

Abstract

This study investigated candidate experiences of C-factor (gamified recruitment assessment) by The Talent Games in Pakistan. Gamified recruitment assessments are widely used globally as there is a shift from traditional methods towards technological advancements. The existing literature on gamified recruitment assessments focused on organizational attractiveness and user experience, but limited research was present on South Asian candidate experience. This study aimed to explore the correlations between key variables, including game elements, motivation and engagement, stress, and organizational attractiveness. It examined whether candidates perceive gamified tasks as enjoyable or mentally exhausting and how factors such as age, education level, and prior exposure to the game influence their emotional responses like stress. Organizational attractiveness was also discovered—whether candidates feel more inclined or passionate towards the organization after completing the C-factor assessment. It presented hypotheses such as candidates experienced low to moderate levels of stress during C-factor, and candidates’ engagement and motivation were determined by their C-factor experience. The study was grounded in theoretical frameworks such as Self-Determination Theory, Flow Theory, Signaling Theory, and Cognitive Load Theory. By using a quantitative survey, data was gathered from 100 university students and recent graduates who had taken the C-factor assessment within the last year. The findings revealed that engaging game elements played a key role in boosting candidates’ motivation and involvement, whereas stress levels appeared to be less influenced by the game’s design. These findings suggested that it is crucial to focus on game elements that are engaging and motivating for candidates, enabling them to perform better during the assessment.

Pages

74

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