Exploring Senior High School Students’ Perceptions of Gamified Formative Assessment for Joyful Learning

goltenboth, friedhelm [ et.all ]; dr. syaadiah arifin, m.pd, siti zulaiha, ph.d;

This qualitative study explores senior high school students’ perceptions of gamified Formative assessment as a Foreign Language (EFL) classrooms, emphasizing its potential to create joyful and engaging learning experiences. Data were collected through classroom observations, semi-structured interviews with 20 students, and a focus group discussion with five participants. Thematic analysis identified four key themes: engagement, motivation, and affective experiences; social interaction and peer dynamics; supportive and challenging elements of gamified formative assessment; and assessment format preferences. Findings reveal that gamified elements, such as points, badges, and leaderboards, not only enhanced attention and participation but also promoted enjoyment, curiosity, and both intrinsic and extrinsic motivation. Immediate feedback and social competition supported self-regulated learning, confidence, and collaboration, while challenges including time limits, technical issues, and classroom noise were noted. Overall, students preferred gamified formative assessments as a fun and interactive alternative to paper-based assessments formats, highlighting the potential of thoughtfully designed gamified formative assessments to foster meaningful and joyful learning in EFL contexts