The effect of game-based formative assessment applications on reading comprehension, reading motivation, attitudes toward reading, and readers' self-perception

The study aimed to examine the effect of game-based formative assessment applications on 7th grade middle school students' reading comprehension, reading motivation, reading attitude, and reader self-perception. The study was structured using a nested design, one of the mixed methods designs that combines quantitative and qualitative dimensions. In the quantitative dimension, an unequal pretest posttest control group quasi-experimental design based on the comparison of two groups was used. In the qualitative dimension, a case study design was preferred to reveal in depth the student experiences related to the implementation process. The study covers a 10 week implementation process conducted within the scope of Turkish language lessons at a public middle school during the 2024-2025 academic year. Quantitative data were collected using scales measuring reading motivation, reading attitude, and reader self-perception, as well as a reading comprehension achievement test developed by the researcher. Qualitative data were obtained through semi structured student interviews. Appropriate statistical techniques were used to analyze quantitative data, while content analysis was used to analyze qualitative data. The quantitative findings of the study show that game-based formative assessment practices significantly increased the students' reading comprehension, reading motivation, reading attitude, and reader self-perception scores in the experimental group compared to the control group. The qualitative findings show that students perceived game-based activities as enjoyable and supportive of learning, and that the feedback provided during the process helped them recognize their mistakes and manage their reading processes more consciously. The findings indicate that game-based formative assessment practices are applicable at the middle school level and positively support students' reading comprehension, reading motivation, reading attitude, and reader self-concept. Accordingly, recommendations have been made for the use of these practices in different grade levels and different learning areas.