Anxiety and Game-Based Formative Assessment Platform Performance among Tertiary Level Students

  • Authors

    • Fatin Kamilia Mohd Arif
    • Natasha Zaireen Zubir
    • Maslawati Mohamad
    • Melor Md Yunus
    2018-11-26
    https://doi.org/10.14419/ijet.v7i4.21.21610
  • Anxiety, Kahoot, Teaching of Writing, Teaching English as a Second Language, Test Anxiety Inventory

  • Kahoot is a gamification which embarks on the initiative of learning through play. In this study, personal achievements are often focused on when the respondents participated in a series of Kahoot. However, it neglects anxiety as a contributing factor to one’s performance. Therefore, this study was aimed to investigate the role of anxiety among tertiary level students. The Kahoot formative evaluations were conducted among Year 3 Teaching English as a Second Language (TESL) students. There were 46 students of them, aged between 20 to 24 years old. A 20-item questionnaire adapted from Test Anxiety Inventory was used to report the effects of anxiety to students’ physical, mental and emotional construct. The findings indicate that majority of the respondents had an after-feeling that they could have performed better if they revised the lecture notes and other related materials prior to the Kahoot session. The respondents also believed that they could perform at par with the others if they could manage their test anxiety level. The major implication derived from this study is teachers need to be made aware of their students’ feelings especially anxiety in integrating Kahoot as a formative assessment in English as a second language classroom.

     

     

  • References

    1. [1] Connolly S, Petty C, Simpson D, Collins CE. Anxiety disorders. Infobase Publishing; 2006.

      [2] Khawaja NG, Chan S, Stein G. The Relationship Between Second Language Anxiety and International Nursing Students Stress. Journal of International Students. 2017;7(3):601-20.

      [3] Cowden P. Communication and conflict: Anxiety and learning. Research in Higher Education Journal. 2010 Oct 1;9:1.

      [4] Cheraghian B, Fereidooni-Moghadam M, Baraz-Pardejani S, Bavarsad N. Test anxiety and its relationship with academic performance among nursing students. Knowledge & Health. 2008;3(3-4):25-9.

      [5] Huberty TJ. Test and performance anxiety. Principal leadership. 2009 Sep;10(1):12-6.

      [6] Chien CH, Yunus MM, Mohamad M. ‘Who We Are’in Enhancing Rural Students’ English as a Second Language (ESL) Learning. Asian EFL Journal. 2016 Jan 1;2:5-17.

      [7] Revilla Muñoz O, Alpiste Penalba F, Fernández Sánchez J, Santos OC. Reducing techno-anxiety in high school teachers by improving their ICT problem-solving skills. Behaviour & Information Technology. 2017 Mar 4;36(3):255-68..

      [8] Deterding S, Sicart M, Nacke L, O'Hara K, Dixon D. Gamification. using game-design elements in non-gaming contexts. InCHI'11 extended abstracts on human factors in computing systems 2011 May 7 (pp. 2425-2428). ACM.

      [9] Kapp KM. The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons; 2012.

      [10] Turan Z, Avinc Z, Kara K, Goktas Y. Gamification and education: Achievements, cognitive loads, and views of students. International Journal of Emerging Technologies in Learning (iJET). 2016 Jul 21;11(07):64-9.

      [11] DomíNguez A, Saenz-De-Navarrete J, De-Marcos L, FernáNdez-Sanz L, PagéS C, MartíNez-HerráIz JJ. Gamifying learning experiences: Practical implications and outcomes. Computers & Education. 2013 Apr 1;63:380-92.

      [12] Kamarulzaman MH, Ibrahim N, Yunus MM, Ishak NM. Language anxiety among gifted learners in Malaysia. English Language Teaching. 2013 Jan 30;6(3):20.

      [13] Kazdin AE. Encyclopedia of psychology. Washington, DC: American Psychological Association; 2000.

      [14] Chan E. Improving student performance by reducing anxiety. Positive Pedagogy: successful and innovative strategies in higher education. 2001;1(3):1-4.

      [15] Townsend MC, Morgan KI. Psychiatric mental health nursing: Concepts of care in evidence-based practice. FA Davis; 2017 Oct 19.

      [16] Spielberger CD. Conceptual and methodological issues in anxiety research. Anxiety: Current trends in theory and research. 1966:481-93. Zeidner, M. (1998). Test Anxiety: The State of the Art. New York: Springer Science & Business Media.

      [17] Zeidner M. Test anxiety: The state of the art. Springer Science & Business Media; 1998 Aug 31.

      [18] Menezes CC, De Bortolli R. Potential of Gamification as Assessment Tool. Creative Education. 2016 Apr 11;7(04):561.

      [19] Bunz, R. (2017). The Bunz Model. Available online: https://www.integratingedutech.ca/the-bunz-model/

      [20] Sarason IG, Pierce GR, Sarason BR. Cognitive interference: Theories, methods, and findings. Routledge; 2014 Jun 3.

      [21] Yunus MM, Osman WS, Ishak NM. Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom. Procedia-Social and Behavioral Sciences. 2011 Jan 1;15:2637-41.

      [22] Aryana M. Relationship between self-esteem and academic achievement amongst pre-university students. Journal of applied sciences. 2010 Dec;10(20):2474-7.

      [23] Mat SS, Yunus MM. Attitudes and motivation towards learning English among FELDA school Students. Australian Journal of Basic and Applied Sciences. 2014 Mar;8(5):1-8.

      [24] Sideeg A. Test anxiety, self-esteem, gender difference, and academic achievement: the case of the students of medical sciences at Sudanese universities: a mixed methods approach. British Journal of Arts and Social Sciences. 2015;9(11):39-59.

      [25] Weinstein SE, Wu SW. Readiness assessment tests versus frequent quizzes: Student preferences. International Journal of Teaching and Learning in Higher Education. 2009;21(2):181-6. Stoeber, J., Feast, A. R., & Hayward, J. A. (2009). Self-oriented and socially prescribed perfectionism: Differential relationships with intrinsic and extrinsic motivation and test anxiety. Personality and Individual Differences, 47(5): 423-428.

      [26] Stoeber J, Feast AR, Hayward JA. Self-oriented and socially prescribed perfectionism: Differential relationships with intrinsic and extrinsic motivation and test anxiety. Personality and Individual Differences. 2009 Oct 1;47(5):423-8.

      [27] Staner L. Sleep and anxiety disorders. Dialogues in clinical neuroscience. 2003 Sep;5(3):249.

      [28] Grimes AR. Anxiety and Sleep Disorder Comorbidity: Affecting the College Students' Performances.

      [29] Townsend MC. Essentials of Psychiatric Mental Health Nursing: Concepts of Care in Evidence-Based Practice. FA Davis; 2013.

      [30] Wannarka R, Ruhl K. Seating arrangements that promote positive academic and behavioural outcomes: A review of empirical research. Support for learning. 2008 May;23(2):89-93.

      [31] Nath PR, Mohamad M, Yamat H. The Effects of Movies on the Affective Filter and English Acquisition of Low-Achieving English Learners. Creative Education. 2017 Jul 3;8(08):1357-78.

  • Downloads

  • How to Cite

    Kamilia Mohd Arif, F., Zaireen Zubir, N., Mohamad, M., & Md Yunus, M. (2018). Anxiety and Game-Based Formative Assessment Platform Performance among Tertiary Level Students. International Journal of Engineering & Technology, 7(4.21), 26-32. https://doi.org/10.14419/ijet.v7i4.21.21610