TITLE:
They Like to Play Games? Student Interest of Serious Game-Based Assessments for Language Literacy
AUTHORS:
Rohani Aziz, Helmi Norman, Norazah Nordin, Fatin Nabilah Wahid, Nor Azizah Tahir
KEYWORDS:
Serious Games, Game-Based Assessment, Early Language Literacy, Primary Education, Alternative Assessment
JOURNAL NAME:
Creative Education,
Vol.10 No.12,
November
29,
2019
ABSTRACT: A renewal of interest in the area of gamificationwas found in a generation ofdigital natives whom were born with the mainstreaming of high-speed, broadbandInternet connectivity and gaming is such a common culture among them. In contrast, common standardized test applied in current education setting serves asa barrier to the learning innovation, technology expansion and digital culture resultinginincreasing anxiety among students. In addition, the traditional approach of assessment has been reported tofail in meeting the digital needs of student learning in 21stcentury 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 alternativeassessment for language literacy context, which is in contrast with the nature of standardized tests in typical formal educational setting. More than 75 percent respondents agreedand gave positive feedback of satisfaction towards the use of serious game-basedassessment for language literacy learning. The study was relevant in order to meet the new and changing demands in future assessment approaches. It is hopedthat the implications of this study can serve as a guideline for the design and development of future assessment inlanguage literacy through alternative assessment for primary school students.