Gamified Formative Assessments for Enhanced Engagement of Engineering English Learners

Abstract

The COVID-19 pandemic has prompted a significant shift in education, necessitating the adoption of remote and hybrid learning models in schools and universities. This transition poses challenges in maintaining student engagement, particularly in language learning classes due to the interactive nature of language acquisition. This study investigates the efficacy of low-stakes game-based quizzes and polling formative assessments facilitated through platforms like Kahoot, Mentimeter, Quizizz, Plickers, Google Forms, and Moodle in enhancing engagement in language learning. A single-group quantitative post-test-only study was conducted, examining the positive influence of these assessments on 180 engineering students across three years of a Technical English course, encompassing both online and offline semesters. The research assesses the effectiveness of game-based quizzes and polls as formative assessments in promoting active learning and mitigating student disengagement, both during the pandemic and in regular classes. Over the three years, the study highlights students' favorable perceptions of these activities, especially when integrated with multimedia platforms. Grounded in Self- Determination Theory (SDT), the research emphasizes the convenience, high engagement, and accessibility of game-based formative assessments on various devices. Automated assessment results and quantitative analysis of student surveys affirm heightened engagement and participation. This contribution adds to the growing evidence supporting multimedia tools and formative assessments to enhance student engagement in education. Keywords—Game-Based Quizzes and Polls; Low-stakes Formative Assessment; Self-Determination Theory; Student Disengagement; Technical English Course for Engineering Students.