Digital Assessment in Arabic Language and Literature Learning: A Systematic Scoping Review
Keywords:
digital assessment, Arabic language education, Arabic literature.Abstract
Digital assessment is increasingly reported in Arabic language education, yet how it has been studied, especially for Arabic literature learning, remains unclear. This scoping review used the Population-Concept-Context framework and PRISMA-ScR reporting to map digital assessment tools described in Arabic language and literature learning research. Records were retrieved through Consensus, Scholar Gateway, and targeted searches of DOAJ, Garuda, and Moraref, covering 2016-2026 publications in Indonesian, English, and Arabic. Of 33 records identified, 14 met the eligibility criteria. Most studies examined generic quiz or gamification platforms, such as Kahoot, Quizizz, Wordwall, and Socrative, mainly at primary and secondary levels, while only a few targeted specific language skills. No study addressed digital assessment for Arabic literature learning, and only one reported measurable learning outcomes, which remained below the expected mastery threshold. These findings indicate a fragmented evidence base and a clear gap in literature-focused digital assessment.
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