English teachers’ gamification satisfaction and perception scale (ETGSPS) development and validation

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F25%3A50021679" target="_blank" >RIV/62690094:18440/25:50021679 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/62690094:18470/25:50021679 RIV/61989592:15260/25:73634329

Výsledek na webu

<a href="https://link.springer.com/article/10.1007/s10639-024-13001-6" target="_blank" >https://link.springer.com/article/10.1007/s10639-024-13001-6</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s10639-024-13001-6" target="_blank" >10.1007/s10639-024-13001-6</a>

Jazyk výsledku

angličtina

Název v původním jazyce

English teachers’ gamification satisfaction and perception scale (ETGSPS) development and validation

Popis výsledku v původním jazyce

Over the years, gamification has played an important role in English education. Despite the promising results, there is a scarcity of research on gamified English teaching. Additionally, most studies addressing this topic used tools with problematic validity, posing challenges in interpreting their findings. Therefore, the objectives were to develop and validate a measure assessing the teacher-perceived applicability of gamification applications and the perceived effect on learners’ motivation and learning outcomes. Two samples of 278 (M = 41.2, SD = 9.38; 81.3% females) and 333 (M = 43.7, SD = 9.2; 87% females) participants were used for Exploratory and Confirmatory Factor Analyses, respectively. Network analysis examined the mutual dynamics between the items. Additionally, two retest samples were collected to explore the stability of the scale. Measurement invariance was examined between the samples and education levels. The construct validity was assessed by examining associations with other constructs using Spearman’s Rank correlations. The results supported the four-factor model (CFI = 0.863; TLI = 0.85; RMSEA = 0.076; SRMR = 0.077) with excellent internal consistency (Cronbach’s α = 0.91 and McDonald’s ω = 0.94) and excellent stability (ICC = 0.96). The network analysis identified 9 communities. The measurement invariance revealed that the scale measures the same across different education levels and samples. Spearman’s Rank correlations suggested statistically significant associations between individual subscales and selected constructs except between learning outcomes and general point averages. Altogether, the scale exhibits a high temporal and cross-level robustness, making it a valuable tool for gamification assessment in English teaching.

Název v anglickém jazyce

English teachers’ gamification satisfaction and perception scale (ETGSPS) development and validation

Popis výsledku anglicky

Over the years, gamification has played an important role in English education. Despite the promising results, there is a scarcity of research on gamified English teaching. Additionally, most studies addressing this topic used tools with problematic validity, posing challenges in interpreting their findings. Therefore, the objectives were to develop and validate a measure assessing the teacher-perceived applicability of gamification applications and the perceived effect on learners’ motivation and learning outcomes. Two samples of 278 (M = 41.2, SD = 9.38; 81.3% females) and 333 (M = 43.7, SD = 9.2; 87% females) participants were used for Exploratory and Confirmatory Factor Analyses, respectively. Network analysis examined the mutual dynamics between the items. Additionally, two retest samples were collected to explore the stability of the scale. Measurement invariance was examined between the samples and education levels. The construct validity was assessed by examining associations with other constructs using Spearman’s Rank correlations. The results supported the four-factor model (CFI = 0.863; TLI = 0.85; RMSEA = 0.076; SRMR = 0.077) with excellent internal consistency (Cronbach’s α = 0.91 and McDonald’s ω = 0.94) and excellent stability (ICC = 0.96). The network analysis identified 9 communities. The measurement invariance revealed that the scale measures the same across different education levels and samples. Spearman’s Rank correlations suggested statistically significant associations between individual subscales and selected constructs except between learning outcomes and general point averages. Altogether, the scale exhibits a high temporal and cross-level robustness, making it a valuable tool for gamification assessment in English teaching.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Education and information technologies

ISSN

1360-2357

e-ISSN

1573-7608

Svazek periodika

30

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

30

Strana od-do

5199-5228

Kód UT WoS článku

001309281500005

EID výsledku v databázi Scopus

2-s2.0-105001084447