<![CDATA[This study examines students’ learning interest and responses to the implementation of gamification in learning assessment activities in Sociology, Geography, and Biology. A mixed-methods approach was employed involving five eleventh-grade students who participated in game-based assessment activities. Quantitative data were collected through a 24-item questionnaire consisting of four learning interest indicators: enjoyment, interest, attention, and student involvement, while qualitative data were obtained through semi-structured interviews. The findings revealed that the enjoyment score increased from 2.53 during general learning activities to 2.67 during game-based assessment. In contrast, the interest score decreased from 3.00 to 2.27, attention decreased from 2.93 to 2.07, and student involvement decreased from 3.00 to 2.33. The overall mean score across the four indicators decreased from 2.87 to 2.33. Interview findings provided a more nuanced interpretation, indicating that several students perceived the game-based assessment as more fun, interactive, and capable of stimulating curiosity toward subsequent questions and challenges. However, visual elements and point systems could also create distraction and pressure for some students. These findings indicate that gamification did not produce an overall increase in students’ learning interest in the present implementation, although it demonstrated potential to improve the emotional experience of assessment. The effectiveness of gamified assessment depends on careful integration of game elements with learning objectives, assessment content, and students’ characteristics.]]>
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