Exploring the impact of the adaptive gamified assessment on learners in blended learning

Zhihui Zhang

46 citations0/0 files storedEducation and Information Technologies

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Educational Games and Gamification EFL/ESL Teaching and Learning Online and Blended Learning

Abstract

Abstract Blended learning combines online and traditional classroom instruction, aiming to optimize educational outcomes. Despite its potential, student engagement with online components remains a significant challenge. Gamification has emerged as a popular solution to bolster engagement, though its effectiveness is contested, with research yielding mixed results. This study addresses this gap by examining the impact of adaptive gamified assessments on young learners' motivation and language proficiency within a blended learning framework. Under Self-Determination Theory (SDT) and Language Assessment Principles, the study evaluates how adaptive gamified tests affect learner engagement and outcomes. A 20-week comparative experiment involved 45 elementary school participants in a blended learning environment. The experimental group (n = 23) took the adaptive gamified test, while the control group (n = 22) engaged with non-gamified e-tests. Statistical analysis using a paired t-test in SPSS revealed that the implementation of adaptive gamified testing in the blended learning setting significantly decreased learner dissatisfaction (t (44) = 10.13, p < .001, SD = 0.87). Moreover, this approach markedly improved learners' accuracy rates (t (44) = -25.75, p < .001, SD = 2.09), indicating enhanced language proficiency and motivation, as also reflected in the attitude scores (t(44) = -14.47, p < .001, SD = 4.73). The adaptive gamified assessment primarily enhanced intrinsic motivation related to competence, with 69% of students in the experimental group reporting increased abilities. The findings suggest that adaptive gamified testing is an effective instructional method for fostering improved motivation and learning outcomes.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 46 citations exist upstream.

References

2000Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions 2012Self-Determination Theory 2003Language Assessment: Principles and Classroom Practices 2019Challenges in the online component of blended learning: A systematic review 2015Towards understanding the effects of individual gamification elements on intrinsic motivation and performance 2018Online learning in higher education: exploring advantages and disadvantages for engagement 2017The effect of gamification on motivation and engagement 2014Gamification and student motivation

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.