Teacher's and Students' Perceptions of Wayground as a Learning Assessment in English Language Teaching

Abstract

General Background: Digital assessment and gamification are increasingly used to create more interactive English language learning experiences. Specific Background: Wayground is used in a senior high school in Sidoarjo as a learning assessment tool, with interactive features such as leaderboards, avatars, and instant feedback. Knowledge Gap: Although previous studies have examined Wayground and gamified learning, the perceptions of both teachers and students regarding its use as an English language assessment tool require further exploration within the specific school context examined in this study. Aims: This study explores teacher and students’ perceptions of Wayground as a learning assessment tool in English language teaching. Results: A qualitative research method was employed with one English teacher and five senior high school students. Data were collected through semi-structured interviews and analyzed using thematic analysis based on the Technology Acceptance Model, focusing on Perceived Usefulness, Perceived Ease of Use, and Attitude. The findings show positive perceptions of Wayground in supporting student engagement, motivation, participation, material understanding, classroom management, and assessment efficiency. Participants also perceived the platform as practical and accessible through web browsers without additional installation. However, unstable internet connections remained a major implementation challenge. Novelty: The study examines teacher and student perceptions together through the three TAM dimensions in the context of English language assessment. Implications: The findings provide a contextual reference for the use of interactive digital assessment and gamification in secondary school English language teaching. Key Findings Participants identified automatic feedback and reporting as useful assessment features. Web-based access and simple navigation were perceived as practical for classroom use. Unstable connectivity remained a major challenge during implementation. Keywords : Wayground, English Language Teaching, Learning Assessment, Gamification, Technology Acceptance Model