Gamified Interactive Assessment for Enhancing Mathematics Learning and Reducing Assessment Anxiety: A Design-Based Research Study Rizki Amalia, Tatang Herman
Universitas Pendidikan Indonesia
Abstract
Assessment plays a crucial role in mathematics education- however, traditional approaches often increase students^ anxiety levels and limit their engagement, which may hinder optimal learning outcomes. While gamification has been widely applied in various educational contexts, its integration into mathematics assessment remains underexplored. This study introduces a gamified interactive assessment framework aimed at enhancing mathematics learning performance and alleviating assessment-related anxiety. Using a Design-Based Research (DBR) methodology, the study followed three iterative phases: (1) problem identification and needs analysis, (2) prototype development and expert validation, and (3) classroom implementation and refinement. The participants comprised 33 secondary school students and 3 mathematics teachers from Langsa City, Aceh. Data were collected using pre- and post-tests to measure learning outcomes, the Mathematics Anxiety Rating Scale to assess anxiety levels, and qualitative instruments including classroom observations and semi-structured interviews. Quantitative data were analyzed using paired t-tests, while qualitative data underwent thematic analysis. The results revealed a significant improvement in students^ mathematics achievement scores (p < 0.05) alongside a measurable reduction in reported assessment anxiety. Qualitative findings indicated increased student engagement, enjoyment, and a perception of fairness in the assessment process. These findings demonstrate that gamified interactive assessment offers a promising alternative to conventional assessment methods, with potential to foster both cognitive and affective gains in secondary mathematics education. The approach may be adapted to other subjects and educational levels to promote more engaging and supportive assessment environments.
