Exploring learning outcomes and psycho-emotional experiences of undergraduate students in digital literacy training and support using Web-based assessment platforms

Abstract

Integrating Web-based platforms into student learning assessment has gained increasing attention among researchers and instructors. However, limited research addresses the practical challenges of involving undergraduates in creating of Web-based assessment platforms. This study investigates the effects of this process on students’ learning outcomes and their psycho-emotional experiences, focusing on motivation and engagement. A comparative study involving 156 students revealed that those using the Kahoot! platform achieved significantly better learning outcomes and displayed higher motivation and emotional engagement than those using Google Forms. This also highlights the role of interface design in improving Web-based assessment platforms, with implications for user interface design.