Development and Validation of a Construct 2-Based Gamified Assessment for Arabic Language Learning
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Abstract
Students’ perceptions of gamified assessment significantly influence their motivation and engagement in learning Arabic. Measuring these perceptions offers insight into how students evaluate the effectiveness of assessment strategies in Arabic language education. However, the development of suitable gamified assessment instruments remains underexplored. This study aims to develop and validate a gamified assessment tool using Construct 2 for Arabic language instruction at SMP Darul Faqih, Indonesia. The assessment dimensions and items were derived from a conceptual analysis and open-ended survey responses. Content validity was established through expert judgement involving five experts and three Arabic language teachers. The questionnaire was piloted with 60 students, divided evenly for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), comprising both control and experimental groups. The analysis identified four dimensions—interactivity, user interface, feedback, and learning motivation—which collectively explained 66.8% of the variance. The finalised instrument consists of 12 items and demonstrated satisfactory reliability, validity, and internal consistency. Among the dimensions, learning motivation exhibited the strongest path coefficient, while the user interface dimension had the weakest. The experimental group showed significant improvements in interactivity, feedback, and learning motivation, whereas no significant difference was found in the user interface dimension. These findings suggest that the developed questionnaire is a valid and reliable tool for assessing students’ perceptions of gamified assessment in Arabic language learning. Future research should explore the application of this instrument in examining the relationship between students’ perceptions and their learning outcomes.
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