Gamified Assessment in Colleges of Education: Challenges and Possibilities
DOI:
https://doi.org/10.46328/ijses.5286Keywords:
Formative assessment, Game-based learning, Competency-based assessment, Teacher education, Preservice teachersAbstract
Assessment practices in Ghanaian Colleges of Education (CoEs) are evolving due to a new competency-based teacher curriculum and the increasing use of educational technologies. This study examines the potential of Kahoot!, a free game-based student response system, as both a formative and summative assessment tool in three Ghanaian CoEs. Using a pragmatic approach, a sequential explanatory mixed-methods design collected (a) pre- and post-test achievement data and survey responses from 153 preservice teachers who completed eight Kahoot quizzes in Mathematics and Social Studies methods courses, and (b) focus group and interview data from 18 lecturers and 24 preservice teachers. Quantitative results indicated significant improvement in quiz scores (t(152)=12.14, p < .001) and high usability ratings (M = 4.31/5). Thematic analysis identified four key themes: increased engagement and motivation, real-time feedback for adaptive teaching, challenges related to infrastructure and connectivity, and the need for policy support. The findings suggest that Kahoot can enhance formative feedback and align with Ghana’s competency-based assessment goals if issues of connectivity, professional development, and equity are addressed. It is therefore recommended that policymakers create an inclusive implementation guideline, provide targeted professional development for lecturers, and Institutionalize Game-Based Assessment in Teacher Education.
References
Amaniampong, A., Danga, M.M., Asamoah, J.N., & Yeboah, F. (2025). Gamified assessment in colleges of education: Challenges and possibilities. International Journal of Studies in Education and Science (IJSES), 6(4), 370-381. https://doi.org/10.46328/ijses.5286
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