Digital Andragogy: Wordwall-Based Gamified Assessment and Test Anxiety in Equivalency Education

Abstract

Test anxiety can negatively affect learners’ concentration, self-confidence, and performance during assessments. This issue may be particularly relevant to equivalency education in Indonesia, where learners, including many adults, come from varied educational backgrounds, life experiences, and learning needs. The integration of digital learning and gamified assessment has the potential to provide a more engaging and supportive assessment environment. This study explored the potential relevance of Wordwall-based gamified assessment to test anxiety within a digital andragogical perspective in equivalency education. A narrative thematic literature review was employed to examine studies related to digital andragogy, equivalency education, Wordwall-based assessment, gamified and game-based assessment, and test anxiety. Relevant sources were identified and thematically analyzed according to their contribution to the review focus. The findings suggest that Wordwall provides interactive features that can support learner engagement and offer greater variety in assessment formats, which may align with andragogical principles emphasizing relevance, participation, and flexibility. Previous research on gamified and game-based assessment also suggests that game elements may contribute to more supportive assessment experiences under appropriate assessment conditions. Nevertheless, empirical research specifically examining the relationship between Wordwall-based gamified assessment and test anxiety among equivalency learners remains limited. This review therefore provides a conceptual integration of digital andragogy, Wordwall-based gamified assessment, and test anxiety within the context of equivalency education. Further empirical research is needed to examine whether and under what conditions Wordwall-based gamified assessment may contribute to more supportive assessment experiences for equivalency learners.