Assessing EFL Students’ Performance and Self-Efficacy Using a Game-Based Learning Approach

Educational technology plays a major role in today’s learning as it offers significant advantages in delivering learning content, classroom communications, and assessing learners. Assessment is a cornerstone in modern and formal education and is particularly necessary for tracking progress, measurin...

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Bibliographic Details
Published in:Education sciences 2023-12, Vol.13 (12), p.1228
Main Authors: Meccawy, Maram, Alzahrani, Asma, Mattar, Zinah, Almohammadi, Rawan, Alzahrani, Samah, Aljizani, Ghadeer, Meccawy, Zilal
Format: Article
Language:English
Subjects:
assessment
Decision making
Distance learning
Education
Educational Environment
Educational Games
Educational objectives
educational technologies
English language
English language learning
Feedback
Formative evaluation
Game Based Learning
game-based learning GBL
Games
Gamification
Hypotheses
Language Tests
Learning activities
Motivation
Problem solving
School environment
self-efficacy
Standardized tests
Student Motivation
Students
Teachers
Teaching
Teaching Methods
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Summary:Educational technology plays a major role in today’s learning as it offers significant advantages in delivering learning content, classroom communications, and assessing learners. Assessment is a cornerstone in modern and formal education and is particularly necessary for tracking progress, measuring knowledge or achievement, and planning future educational steps. This study investigates the effects of using an online game-based learning (GBL) approach in students’ assessment in terms of their performance and self-efficacy in English as a foreign language (EFL) learning. A quasi-experiment was conducted on intermediate school-level students, who were divided into two groups, namely control and experimental. Each group underwent an English language test conducted through a Google Form and a role-playing game developed to mimic the functionality of an assessment tool. The results indicate that the performance of the experiment group was neither affected positively nor negatively using the GBL assessment tool. On the other hand, the results also show that using such a tool has positively affected students’ self-efficacy levels.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci13121228