Impact of Digital Game-Based Formative Assessment on Learning Quality and Efficiency: Using Game-based application to assess English Vocabulary in Primary Level Students

Abstract

In this study, we investigate the outcomes of incorporating a digital game-based learning formative assessment into regular educational curriculum and then evaluate its effects on students’ learning quality and efficiency. The purpose of this study is to explore if there is a remarkable impact on students’ learning quality and efficiency when digital game-based learning formative assessment were used in their classroom. In Pakistan, summative assessment is practiced commonly which assess the learning of the student after a lesson or course ends. Therefore, traditional and conventional assessment methods fail to cater to the needs of students, as there is not enough feedback or proper guidance available to them. Teachers also find it hard to address to learning needs of each and every student. Teachers have the load of class administrative issues, which makes it extremely hard for the teacher to attend to every student in the class and make sure that every student has understood the concept being taught. This research was carried out using digital game-based learning formative assessment, developed while keeping in mind the pedagogical aspects, principals of UDL and interactive elements. The application was developed in accordance with the National curriculum of Pakistan and covered 1st term Basics of Grammar. The app consisted of a quiz about Parts of speech, Vocabulary and Basic Composition. The research was carried out on students of grade 3 in a private school for lower middle class, located in Lahore. The Data samples were collected from two branches of same school, all located in same vicinity, one for girls other for boys. To gather quantitative data through the tools of pre-test and post- test, the study used an experimental research design. Their relevant corresponding teachers validated these tests. The total Number of Participants was 200, which were divided in two groups: control group and experiment group, each with a student set of 100 respectively. The participants in experiment group used a digital game-based learning formative assessment for English for a week. The scores obtained through pre-test and post-test were weighed up to ascertain if the indulgence of formative assessment had a statistically noteworthy influence on students’ learning efficiency of both or any group. Data collected was coded into the SPSS software and statistical analyses were conducted. In order to test the significant difference between the pre-test and post-test scores of both the groups, different tests were utilized. As the result of those analysis significant difference was found in the learning efficiency of the students. In the view of literature review and the statistical analysis it was found that lectures supported by digital game-based learning formative assessment not only increase student’s understanding of those particular topics but make learning fun and enjoyable.