Abstract
<p>In this study, we employed a random control experiment to evaluate the effectiveness of gamification (e.g. scores, goal, progressive bar, etc.) and initial task difficulty on college student engagement in computer-based assessments. A group of Chinese college students (N=97) were randomly assigned to four groups obtained by crossing the two independent variables: gamification (with or without) and initial difficulty level (low or normal). The experiment lasted for 35 minutes, and each student was asked to complete several mini-tests (named maze tests). Student engagement was measured by the average off-task time between two maze tests. The results showed that both gamification and low-difficulty entry level reduced students’ off-task time. However, the gamification effect was only significant for male students but not for female students. The study also demonstrated that the maze test can be a potential method to predict the general English proficiency with Chinese English language learners.<strong></strong></p>
Highlights
In the late 20th century, notions of effective instruction changed as the theoretical underpinnings of learning expanded from behaviorism to constructivism and socialcultural theory [1]
The results suggest that curriculum-based measurement (CBM) has the potential to be a reliable and valid predictor of English language learners (ELLs)’ English proficiency
The current study addressed the use of a gamified CBM assessment system with Chinese ELLs
Summary
In the late 20th century, notions of effective instruction changed as the theoretical underpinnings of learning expanded from behaviorism to constructivism and socialcultural theory [1]. Our understanding of the role educational assessments likewise shifted from summative assessment to formative assessments, emphasizing that the function of assessment is to provide students with details of their progress to support their learning [2]. Technology plays a critical role in supporting this change by improving efficiency, reducing cost, and assisting in the development of adaptive tasks [3], [4]. This manuscript presents results from the study of a computer-based formative assessment system. We present the background and context of the study, describes curriculum-based measurement and gamification, provides a rationale for the current research, and concludes with our research questions
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