When Formative Assessment Meets Gamification

Quiz Makito is designed to test competency through formative assessment in a gamified manner. When formative assessment is combined with gamification, it can create a powerful tool for promoting student engagement and motivation in learning. According to a study by Hamari and Koivisto (2013), gamification is the use of game-like elements, such as points, badges, and leaderboards, to motivate and engage learners.

Research has found that combining formative assessment with gamification can have several benefits for learning. One such benefit is that gamification can make formative assessment more engaging and interactive for students, thereby increasing student engagement (Chen, et al., 2015). By incorporating game-like elements, students are more likely to be motivated to participate and stay engaged in the learning process.

Another benefit is that gamification can provide immediate feedback to students, which is a key component of formative assessment. When students receive immediate feedback, they can adjust their learning strategies and improve their performance (Gee, 2005). According to a study by Jones et al. (2014), immediate feedback in gamified learning can improve student performance by up to 10%.

Additionally, gamification can promote mastery learning by providing students with clear goals and objectives and rewarding them for achieving them. This can help students stay motivated and engaged as they work towards mastery of a subject or skill (Kapp, 2012).

Moreover, gamification can encourage healthy competition among students, which can be a powerful motivator for some learners. By providing leaderboards or other forms of recognition, students can see how they compare to their peers and strive to improve their performance (Kao, et al., 2018).

Studies have shown that gamification can enhance learning outcomes by promoting engagement, motivation, and mastery learning. A study by Hamari, Koivisto, and Sarsa (2014) found that gamification can increase the motivation and engagement of learners and improve their learning outcomes.

• Observations: Teachers can observe students as they work on a task or participate in a discussion and take notes on their performance and understanding.
• Exit tickets: Teachers can ask students to answer a quick question or complete a short task at the end of a lesson to gauge their understanding.
• Self-assessment: Teachers can have students reflect on their own learning and provide feedback on their own performance.
• Peer assessment: Teachers can have students provide feedback to each other on their work or performances.
• Quizzes: Teachers can give short quizzes throughout a lesson or unit to check for understanding.
• Graphic organizers: Teachers can have students complete graphic organizers that help them organize their thoughts and demonstrate their understanding of a concept.
• Discussions: Teachers can facilitate class discussions to encourage students to share their ideas and understanding of a concept.
• Projects: Teachers can assign projects that require students to apply their knowledge and skills in a meaningful way and provide feedback on their performance throughout the project.

Sources:

Chen, C. M., Wang, Y. M., & Chen, M. C. (2015). The effects of competitive games on students’ achievement and motivation in a gamified flipped classroom. Educational Technology & Society, 18(3), 237-252.

Gee, J. P. (2005). Learning by design: Games as learning machines. Interactive Educational Multimedia, 2, 15-23.

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? — A literature review of empirical studies on gamification. In Proceedings of the 47th Hawaii International Conference on System Sciences (pp. 3025-3034). IEEE.

Hamari, J., & Koivisto, J. (2013). Social