Enhancing Competency Readiness in Game Design Education: A Rasch Analysis of the Anim4Games Self-Learning Module

Abstract

This study investigates the effectiveness of the Anim4Games Self-Learning Module in improving knowledge, digital skills, and competency readiness among first-year game design students at Universiti Teknologi MARA (UiTM). A quasi-experimental pretest–posttest design was employed with 64 students, divided into an Experimental Group (EG) and a Control Group (CG). Data were analyzed using the Rasch model procedures, complemented by Wright maps for visual interpretation. Results revealed significant improvements in the EG across all three constructs: in-game animation knowledge, digital skillset creation, and competence readiness. Person reliability values (0.97–0.98) and Cronbach’s alpha (0.98) indicated high internal consistency. The Rasch model highlighted item difficulty, stability, and meaningful shifts in student ability distributions. Findings affirm the module’s effectiveness in bridging skills gaps in game design education and underscore the value of Rasch analysis as an evaluative tool.