Gamification in child assessment: A systematic review of culturally responsive assessment practices in low-resource contexts

Beatrice Matafwali

doi:10.51867/scimundi.5.2.42

Auteurs

Beatrice Matafwali Department of Educational Psychology, Sociology and Special Education University of Zambia https://orcid.org/0000-0003-2028-180X

DOI :

https://doi.org/10.51867/scimundi.5.2.42

Mots-clés :

Culturally Responsive Assessment, Early Childhood Assessment, Gamification, Indigenous Games, Low-Resource Contexts, Play-Based Assessment, PRISMA

Résumé

Assessment in early childhood informs educational planning, developmental support, and intervention decisions; however, conventional assessment practices can under-represent the competencies of children in culturally diverse, multilingual, Indigenous, and low-resource contexts. Grounded in sociocultural theory and play theory, this PRISMA-guided systematic review synthesises DOI-verifiable journal evidence on gamification, play-based assessment, indigenous games, and culturally responsive assessment for children in early childhood and early primary settings. Searches were structured around ERIC, Google Scholar, Scopus-indexed publisher records, ScienceDirect, SpringerLink, Taylor & Francis, Frontiers, MDPI, PLOS, and African open-access journal platforms, with DOI verification applied as a final authenticity filter. The synthesis indicates that culturally responsive gamified assessment can improve engagement, reduce assessment anxiety, and enable more authentic demonstrations of cognitive, language, numeracy, executive-function, motor, and socio-emotional competencies. Evidence from instruments and practices such as the Malawi Developmental Assessment Tool, the Kilifi Developmental Inventory, the International Development and Early Learning Assessment, play-based assessment batteries, and indigenous-game classroom practices suggests that culturally meaningful assessment contexts can be both psychometrically defensible and ecologically valid. Nevertheless, the literature remains limited by few longitudinal studies, uneven psychometric validation of indigenous game-based assessments, and limited evidence from Zambia and other African low-resource settings. The review recommends the development of locally validated, culturally responsive child assessment tools that integrate indigenous games, storytelling, local languages, movement, and locally available materials while retaining rigorous reliability, validity, and fairness standards.

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Références

Abubakar, A., Holding, P., van Baar, A., Newton, C. R. J. C., & van de Vijver, F. J. R. (2008). Monitoring psychomotor development in a resource-limited setting: An evaluation of the Kilifi Developmental Inventory. Annals of Tropical Paediatrics, 28(3), 217-226. https://doi.org/10.1179/146532808X335679 DOI: https://doi.org/10.1179/146532808X335679

Barra, C. S. Á. (2024). Predictors of cognitive and socioemotional development in early and middle childhood: Evidence from Chile and Hungary. [Apollo - University of Cambridge Repository]. https://doi.org/10.17863/CAM.111925

Chavarría Oviedo, F., & Avalos Charpentier, K. (2023). Gamification in education for the formative assessment process. Ciencia Latina Revista Científica Multidisciplinar, 7(1), 9180-9194. https://doi.org/10.37811/cl_rcm.v7i1.5044 DOI: https://doi.org/10.37811/cl_rcm.v7i1.5044

Gladstone, M., Lancaster, G. A., Umar, E., Nyirenda, M., Kayira, E., van den Broek, N. R., & Smyth, R. L. (2010). The Malawi Developmental Assessment Tool (MDAT): The creation, validation, and reliability of a tool to assess child development in rural African settings. PLoS Medicine, 7(5), Article e1000273. https://doi.org/10.1371/journal.pmed.1000273 DOI: https://doi.org/10.1371/journal.pmed.1000273

Gómez-León M. I. (2025). Serious games to support emotional regulation strategies in educational intervention programs with children and adolescents. Systematic review and meta-analysis. Heliyon, 11(4), e42712. https://doi.org/10.1016/j.heliyon.2025.e42712 DOI: https://doi.org/10.1016/j.heliyon.2025.e42712

Hadebe-Ndlovu, B. N. (2022). Teachers' experiences of indigenous games in the early grades. South African Journal of Childhood Education, 12(1), Article a931. https://doi.org/10.4102/sajce.v12i1.931 DOI: https://doi.org/10.4102/sajce.v12i1.931

Hadebe-Ndlovu, B., & Manditereza, B. (2025). Using indigenous games as a resource for teaching mathematics. International Journal of Education in Mathematics, Science and Technology, 13(5), 1144-1158. https://doi.org/10.46328/ijemst.5703 DOI: https://doi.org/10.46328/ijemst.5703

Hwang, S. H., Shapiro, V. B., Eldeeb, N., Lee, J., Robitaille, J. L., & Naglieri, J. A. (2023). Assessing social and emotional competencies in educational settings: Supporting resilience in young people. In Handbook of resilience in children (pp. 237-249). Springer International Publishing. https://doi.org/10.1007/978-3-031-14728-9_12 DOI: https://doi.org/10.1007/978-3-031-14728-9_12

Iruka, I. U. (2025). Early childhood development. In Children's rights and children's development: An integrated approach (pp. 9-38). https://doi.org/10.18574/nyu/9781479825509.003.0004 DOI: https://doi.org/10.18574/nyu/9781479825509.003.0004

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. https://doi.org/10.3102/00028312032003465 DOI: https://doi.org/10.3102/00028312032003465

Landers, R. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752-768. https://doi.org/10.1177/1046878114563660 DOI: https://doi.org/10.1177/1046878114563660

Lockman, J. J., & Tamis-LeMonda, C. S. (2021). Young children's interactions with objects: Play as practice and practice as play. Annual Review of Developmental Psychology, 3, 165-186. https://doi.org/10.1146/annurev-devpsych-050720-102538 DOI: https://doi.org/10.1146/annurev-devpsych-050720-102538

Matafwali, M., & Mofu, M. (2023). Exploring the feasibility of outdoor indigenous games and songs to enhance play-based pedagogy in early childhood education. Journal of Childhood, Education & Society, 4(3), 391-405. https://doi.org/10.37291/2717638X.202343270 DOI: https://doi.org/10.37291/2717638X.202343270

Misna, M., & Pamungkas, B. (2025). The effectiveness of contextual play-based learning in enhancing language skills of early childhood learners with learning difficulties. Journal of Innovation and Research in Primary Education, 4(3), 1536-1549. https://doi.org/10.56916/jirpe.v4i3.1544 DOI: https://doi.org/10.56916/jirpe.v4i3.1544

Montoya-Fernández, C., Gil-Madrona, P., Losada-Puente, L., & Gómez-Barreto, I. M. (2024a). Play-based assessment: Psychometric properties of an early childhood learning and development assessment battery. Education Sciences, 14(11), Article 1240. https://doi.org/10.3390/educsci14111240 DOI: https://doi.org/10.3390/educsci14111240

Montoya-Fernández, C., Losada-Puente, L., Gómez-Barreto, I. M., & Gil-Madrona, P. (2024b). Developmental play-based assessment in early childhood education: A systematic review. European Early Childhood Education Research Journal, 32(5), 788-813. https://doi.org/10.1080/1350293X.2024.2311100 DOI: https://doi.org/10.1080/1350293X.2024.2311100

Mwinsa, G. M., & Dagada, M. (2024). Efficacy of indigenous games on literacy and numeracy development in pre-schoolers in Zambia. South African Journal of Childhood Education, 14(1), Article a1555. https://doi.org/10.4102/sajce.v14i1.1555 DOI: https://doi.org/10.4102/SAJCE.v14i1.1555

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021a). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, Article n71. https://doi.org/10.1136/bmj.n71

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71 DOI: https://doi.org/10.1136/bmj.n71

Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … McKenzie, J. E. (2021b). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. BMJ, 372, Article n160. https://doi.org/10.1136/bmj.n160 DOI: https://doi.org/10.1136/bmj.n160

Parks, A. E. (2025). Early childhood leaders' perception of "school readiness" curriculum in the preschool years (Doctoral dissertation, Grand Canyon University).

Pisani, L., Borisova, I., & Dowd, A. J. (2018). Developing and validating the International Development and Early Learning Assessment (IDELA). International Journal of Educational Research, 91, 1-15. https://doi.org/10.1016/j.ijer.2018.06.007 DOI: https://doi.org/10.1016/j.ijer.2018.06.007

Pyle, A., & Danniels, E. (2017). A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development, 28(3), 274-289. https://doi.org/10.1080/10409289.2016.1220771 DOI: https://doi.org/10.1080/10409289.2016.1220771

Rahim, M., Mohammed, L. A., & Batool, S. (2025). The effect of Kahoot as a gamification-based assessment tool on primary students' academic achievement in mathematics. International Journal of Technology in Education, 8(4), 977-997. https://doi.org/10.46328/ijte.1220 DOI: https://doi.org/10.46328/ijte.1220

Stucky, R. E. (2025). Enhancing intimacy through play: A Vygotskian study of adult play in romantic relationships (Master's thesis, University of West Georgia).

Subhan, S. (2025). Assessing School Readiness in the Preschool-to-Primary Transition: A Systematic Review. Pedagogik Journal of Islamic Elementary School, 8(3), 1383-1401. https://doi.org/10.24256/pijies.v8i3.9750 DOI: https://doi.org/10.24256/pijies.v8i3.9750

Tan, M., Kilani, H., Markov, I., Hein, S., & Grigorenko, E. L. (2023). Assessing cognitive skills in early childhood education using a bilingual early language learner assessment tool. Journal of Intelligence, 11(7), 143. https://doi.org/10.3390/jintelligence11070143 DOI: https://doi.org/10.3390/jintelligence11070143

Taylor, C. S. (2022). Culturally and socially responsible assessment: Theory, research, and practice. Teachers College Press.

Trumbull, E., & Nelson-Barber, S. (2019). The ongoing quest for culturally responsive assessment for Indigenous students in the U.S. Frontiers in Education, 4, Article 40. https://doi.org/10.3389/feduc.2019.00040 DOI: https://doi.org/10.3389/feduc.2019.00040

Veraksa, N., Colliver, Y., & Sukhikh, V. (2022). Piaget and Vygotsky's play theories: The profile of twenty-first-century evidence. In Piaget and Vygotsky in XXI century: Discourse in early childhood education (pp. 165-190). Springer International Publishing. https://doi.org/10.1007/978-3-031-05747-2_10 DOI: https://doi.org/10.1007/978-3-031-05747-2_10

Walker, M. E., Olivera‐Aguilar, M., Lehman, B., Laitusis, C., Guzman‐Orth, D., & Gholson, M. (2023). Culturally responsive assessment: Provisional principles. ETS Research Report Series, 2023(1), 1-24.

https://doi.org/10.1002/ets2.12374 DOI: https://doi.org/10.1002/ets2.12374

Wells, G., & Claxton, G. (Eds.). (2008). Learning for life in the 21st century: Sociocultural perspectives on the future of education. John Wiley & Sons.