International Journal of Game-Based Learning, 5(2), 39-54, April-June 2015 39 Copyright © 2015, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. ABSTRACT This study examined whether a 3D collaborative gave can be used as a midterm examina- tion method and investigated the impact of this game on students’ attitude towards col- laboration. A total of 89 students and one coordinating professor participated in this study. The intervention lasted five weeks and took place in a computer science department. The game that was used as a treatment was dynamic and therefore the educator was able to customize its content for the examinations using an administration panel. A mixed method of quantitative and qualitative data collection was used. The results indicated that there was a statistically significant correlation between the performance of the students on the game and their performance on the final paper-based examination. However, there was no statistically significant difference between the attitude of the students towards collabora- tion before and after the use of the game. Gamifed Assessment Supported by a Dynamic 3D Collaborative Game Apostolos Mavridis, Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece Thrasyvoulos Tsiatsos, Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece Michalis Chatzakis, Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece Konstantinos Kitsikoudis, Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece Efthymios Lazarou, Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece Keywords: 3D Collaborative Games, Dynamic Games, Gamified Assessment, Group Formation Formula, Midterm Examinations DOI: 10.4018/ijgbl.2015040103