They Like to Play Games? Student Interest of Serious Game-Based Assessments for Language Literacy

Abstract

A renewal of interest in the area of gamification was found in a generation of digital natives whom were born with the mainstreaming of high-speed, broadband Internet connectivity and gaming is such a common culture among them. In contrast, common standardized test applied in current education setting serves as a barrier to the learning innovation, technology expansion and digital culture resulting in increasing anxiety among students. In addition, the traditional approach of assessment has been reported to fail in meeting the digital needs of student learning in 21 st century learning setting. The purpose of this study is to explore the perception among students on serious game-based educational assessment as an alternative assessment in early language literacy. This study applied a quantitative survey design to gain 122 primary level student’s perception on serious games for language literacy assessment. The findings show that respondents show interest in applying serious game-based assessment as part of an alternative assessment for language literacy context, which is in contrast with the nature of standardized tests in typical formal educational setting. More than 75 percent respondents agreed and gave positive feedback of satisfaction towards the use of serious game-based assessment for language literacy learning. The study was relevant in order to meet the new and changing demands in future assessment approaches. It is hope d that the implications of this study can serve as a guideline for the design and development of future assessment in language literacy through alternative assessment for primary school students.