Key digested message Game-based assessments have received increasing attention as promising tools for enhancing students’ engagement and improving assessment practices in school settings. This study introduces Feeling4Math, a gamified digital instrument designed to assess both mathematical competence and maths anxiety in primary school children, acknowledging the key role of affective factors in shaping mathematical learning trajectories. Developed within an Item Response Theory framework, the tool was administered to 1,012 students from first to fifth grade. Findings indicate meaningful associations with traditional assessments, developmental differences across school cycles, and unique contributions of mathematical competence and maths anxiety scores in explaining teacher-rated mathematical achievement. These results support the use of gamified tools to assess and monitor both the cognitive and affective dimensions of maths learning in early education.
Leonardo et al. (Thu,) studied this question.