Effect of Game Based Formative Assessment on the Learning and Motivation of Students Enrolled in Literacy Schools

Abstract

In literacy education programs, game-based formative assessment (GBFA) has been shown to be a successful strategy for raising student motivation and learning. The beneficial effects of GBFA on kids' cognitive development have been demonstrated by earlier studies. This research aimed to ascertain how GBFA affected students' literacy learning, an area where low accomplishment levels are commonly reported. The study, which was carried out within the positivist paradigm, used a genuine experimental research design with learning and motivation as the dependent variables and GBFA as the independent variable. The 390 literacy schools in Khushab made up the target population. A pre-test and a post-test were given to pupils to gauge their learning outcomes. A 40-item multiple-choice questionnaire (MCQ) based on the scientific textbook was used as an assessment tool. It was intended to test the cognitive domain by concentrating on the first three levels of Bloom's Taxonomy. T-tests and paired sample t-tests were used to analyze the pre-test and post-test scores after data was gathered to meet the study objectives. The results showed that students' learning and motivation levels were higher when they took part in game-based formative evaluation. To increase students' active participation and improve learning outcomes in literacy classrooms, the study also highlights the significance of implementing interactive teaching practices that are backed by the government. To optimize students' learning outcomes, the findings also offer instructors and legislators useful advice on how game-based formative assessment is applied to NFE environments.