Gobee, a Digital and Gamified Learning Measurement Tool for the EiE Sector

• In Event: Perspectives on Measuring Learning Remotely: Evidence from and Reflections on Four Different Remote Learning Assessments

Proposal

The Education in Emergencies (EiE) sector has few standardised and cost-effective tools to measure holistic learning outcomes for children in grades 1-3. This is particularly true for distance education, as it is more challenging for teachers to track student progress and adapt instruction to individual needs with fewer in-person interactions. The COVID-19 pandemic has intensified the need for assessment tools adapted to distance education as well as the diagnosis of students’ social-emotional competencies. Gobee — a gamified learning measurement tool produced in collaboration with War Child Holland, NYU Global TIES for Children, and the Humanitarian Education Accelerator — addresses this challenge by letting children play. As children play the colorful, interactive game, they can practice academic and SEL skills while demonstrating to teachers what they know and are able to do.

Gobee is geared towards children in the primary grades (1–3) between the ages of 6 and 12. It assesses two academic subjects (math, reading), and two social-emotional learning (SEL) scales: self-efficacy and growth mindset. The former measures confidence in one’s ability to complete specific academic tasks, the latter reflects the belief that one’s abilities can grow with effort. Research has shown that children who believe they can do well are more likely to commit to schoolwork.

Beta and pilot testing were conducted in Jordan in 2021 with children (n=264) aged 6-12 years old between Grades 1-5 enrolled in schools or community-based organizations in the Zarqa and Mafraq regions. The SEL scales demonstrated strong evidence of construct validity, and growth mindset was found to be consistently related to academic performance. Literacy competencies in Gobee were related to each other and correlated with similar competencies in the Early Grade Reading Assessment (EGRA), providing confidence that the measurement is valid. However, math competencies were unevenly related to each other and to competencies in the Early Grade Math Assessment (EGMA), suggesting more work is needed in Phase 2 (described below). Additional pilot findings include consistent differences by setting (home setting produced higher results) and device (phones produced higher results).

In addition to pilot findings, the presentation will illustrate the key principles behind the Gobee innovation, including the added value of a game in engaging young children, formative assessment in guiding teaching practices, and SEL scales in supporting a whole child development approach. The authors will also present validity plans for phase 2 (which also covers testing of a training package for teachers, and observations in classrooms to collect current assessment practices, challenges, and needs of support). Lastly, we discuss the opportunities and challenges of launching Gobee as a global public good in the coming few years.

Author

• Lindsay Brown, NYU Global TIES