A renewal of interest in the area of gamification was found in a generation of digital natives whom were born with the mainstreaming of high-speed, broadband Internet connectivity and gaming is such a common culture among them. In contrast, common standardized test applied in current education setting serves as a barrier to the learning innovation, technology expansion and digital culture resulting in increasing anxiety among students. In addition, the traditional approach of assessment has been reported to fail in meeting the digital needs of student learning in 21 st century learning setting. The purpose of this study is to explore the perception among students on serious game-based educational assessment as an alternative assessment in early language literacy. This study applied a quantitative survey design to gain 122 primary level student's perception on serious games for language literacy assessment. The findings show that respondents show interest in applying serious game-based assessment as part of an alternative assessment for language literacy context, which is in contrast with the nature of standardized tests in typical formal educational setting. More than 75 percent respondents agreed and gave positive feedback of satisfaction towards the use of serious game-based assessment for language literacy learning. The study was relevant in order to meet the new and changing demands in future assessment approaches. It is hoped that the implications of this study can serve as a guideline for the design and development of future assessment in language literacy through alternative assessment for primary school students.
Understanding variations in Quranic recitations is essential in ensuring that the recitations convey the actual meaning of Quranic verses. Traditionally, in increasing the levels of accuracy and precision of the verses, extensive practice sessions are conducted with instructors via individual face-to-face session. Yet, this is problematic with large groups of learners, as individualized learning sessions cannot be conducted. Moreover, there is also the issue of pace of learning in which some learners require higher levels of learning times that are compared to others. Previous studies have indicated that integration of technology via massive open online courses could potentially solve these problems. As such, this study proposes a Design Framework to develop MOOCs for Quranic recitation. This design was based on findings gathered from experts' judgement and consensus. Various approaches and different learning activities have resulted in the failure of correct pronunciation in Quranic recitation. Therefore, Focus Group Discussion (FGD) was used to determine suitable elements for MOOC learning content design with regards to Quranic recitation learning. 15 experts from different fields of study were involved as experts in the FGD session. The findings were analyzed using a thematic analysis. This study concludes by highlighting the proposed framework by verifying Quranic recitation (Qirā'āt) constructs needed for the development of MOOC.
Literacy achievement is important because it is the underpinning skills that sustain an individual's competencies in early education. However, most of assessment instrument nowadays are in the form of traditional summative assessment. The emerging assessment instrument in recent evolution of technology allows teachers, educators and assessment workers to seek for better approaches in evaluating and assessing students' achievement. While the traditional assessment methods are gradually being transformed into informal and formative assessment methods, an establishment of an alternative assessment framework is needed to accommodate the transformation. Therefore, the aim of this study is to establish the framework development of a Serious Game-Based Instrument for early literacy student assessment. The study used the Focus Group Discussion (FGD) approach to determine the appropriate gamification features of Serious Games and develop the serious game-based assessment framework. For that purposed, 17 experts from different fields of studies were involved in the FGD session. The findings were analyzed using descriptive analysis. This study concludes by highlighting the proposed framework of the Serious Game-Based Literacy Assessment by verifying gamification features and literacy constructs needed for the development of Serious Games of Early Literacy Student Assessment.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.