Abstract/Summary

Assessment is a challenge within early language learning, calling for methods which, as well as being valid and reliable, protect rather than diminish motivation. This study used a questionnaire to examine how 3,437 young language learners perceived a digital game-based assessment (DGBA) tool and the extent to which their perceptions were modulated by age, gender and performance levels on the game. Learners perceived the DGBA tool as fun to play, worth playing again, helpful for telling them about their progress, and moderately difficult. Girls were more positive than boys about the game but for all learners positivity was not related to age. There was a significant but weak relationship between positivity and game scores, suggesting that learners liked the game regardless of their attainment levels. The study’s findings are discussed in relation to theories of motivation associated with digital game-based tools and their practical implications for early language learning.