Keywords
gamification
psychometric properties
perception
attitude
university teachers
psychometric properties
perception
attitude
university teachers
How to Cite
Cunza-Aranzabal, D. F., Saez Zevallos, N. S., Requena Cabral, G., & Maquera Sosa, J. P. (2025). Design of a Scale of Attitudes Towards Gamification in the University Classroom: A Pilot Study. Universidad Ciencia Y Tecnología, 29(127), 61-69. https://doi.org/10.47460/uct.v29i127.963
Abstract
The objective of this study was to design and validate the Scale of Attitudes towards Gamification in the University Classroom to measure the perception of educators regarding the utilization of gamification strategies in higher education. An initial scale comprising 61 items was developed based on a comprehensive literature review, and content validity analysis was conducted through the evaluation of 8 experts. Subsequently, a pilot test was administered to 34 university professors. Content validity analysis revealed that the majority of items exhibited Aiken V-values within the 95% confidence interval, with the exception of 5 items that necessitated removal. The whole scale demonstrated high reliability values (α = 0.980, ω = 0.982).
References
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[13] S. Chan and N. Lo, “Teachers’ and Students’ Perception of Gamification in Online Tertiary Education Classrooms During the Pandemic,” SN Comput Sci, vol. 3, p. 215, 2022, doi: 10.1007/s42979-022-01117-w.
[14] A. Sghari and F. Bouaziz, “Determinants of the intention to use serious games technology in entrepreneurship education: an empirical study of Tunisian teachers,” Interactive Technology and Smart Education, 2021, doi: 10.1108/ITSE-05-2021-0082.
[15] Z. Turan, S. Kucuk, and S. C. Karabey, “Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools,” Participatory Educational Research, vol. 9, no. 4, pp. 172–189, 2022, doi: 10.17275/per.22.85.9.4.
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[2] A. Manzano-León et al., “Between level up and game over: A systematic literature review of gamification in education,” Sustainability (Switzerland), vol. 13, no. 4, pp. 2247–2251, 2021, doi: 10.3390/su13042247.
[3] M. Ekici, “A systematic review of the use of gamification in flipped learning,” Educ Inf Technol (Dordr), vol. 26, no. 3, pp. 3327–3346, 2021, doi: 10.1007/s10639-020-10394-y.
[4] O. S. Kaya and E. Ercag, “The impact of applying challenge-based gamification program on students’ learning outcomes: Academic achievement, motivation and flow,” Educ Inf Technol (Dordr), vol. 28, no. 8, pp. 10053–10078, Aug. 2023, doi: 10.1007/s10639-023-11585-z.
[5] C. Chen, N. Jamiat, and Y. Mao, “The study on the effects of gamified interactive e-books on students’ learning achievements and motivation in a Chinese character learning flipped classroom,” Front Psychol, vol. 14, p. 1236297, Aug. 2023, doi: 10.3389/FPSYG.2023.1236297/BIBTEX.
[6] S. Galiç, B. Yıldız, and S. Galiç, “The Effects of Activities Enriched with Game Elements in Mathematics Lessons,” Innoeduca. International Journal of Technology and Educational Innovation, vol. 9, no. 1, pp. 67–80, Jun. 2023, doi: 10.24310/INNOEDUCA.2023.V9I1.15396.
[7] B. Waluyo, S. Phanrangsee, and W. Whanchit, “Gamified grammar learning in online English courses in Thai higher education,” Online J Commun Media Technol, vol. 13, no. 4, p. e202354, Oct. 2023, doi: 10.30935/OJCMT/13752.
[8] R. Camacho-Sánchez, A. Rillo-Albert, and P. Lavega-Burgués, “Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation,” Applied Sciences 2022, Vol. 12, Page 11214, vol. 12, no. 21, p. 11214, Nov. 2022, doi: 10.3390/APP122111214.
[9] J. J. López-Jiménez et al., “Taking the pulse of a classroom with a gamified audience response system,” Comput Methods Programs Biomed, vol. 213, p. 106459, Jan. 2022, doi: 10.1016/J.CMPB.2021.106459.
[10] A. Y. Gündüz and B. Akkoyunlu, “Effectiveness of Gamification in Flipped Learning,” Sage Open, vol. 10, no. 4, Dec. 2020, doi: 10.1177/2158244020979837/ASSET/IMAGES/LARGE/10.1177_2158244020979837-FIG9.JPEG.
[11] S. Pozo Sánchez, J. López Belmonte, A. Fuentes Cabrera, and J. A. López Núñez, “Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement,” Multimodal Technologies and Interaction 2020, Vol. 4, Page 12, vol. 4, no. 2, p. 12, Apr. 2020, doi: 10.3390/MTI4020012.
[12] G. Marinensi and M. Romero Carbonell, “Exploring Higher Education Teachers’ Attitudes Towards Gamification,” in Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2021, pp. 153–163. doi: 10.1007/978-3-030-92182-8_15.
[13] S. Chan and N. Lo, “Teachers’ and Students’ Perception of Gamification in Online Tertiary Education Classrooms During the Pandemic,” SN Comput Sci, vol. 3, p. 215, 2022, doi: 10.1007/s42979-022-01117-w.
[14] A. Sghari and F. Bouaziz, “Determinants of the intention to use serious games technology in entrepreneurship education: an empirical study of Tunisian teachers,” Interactive Technology and Smart Education, 2021, doi: 10.1108/ITSE-05-2021-0082.
[15] Z. Turan, S. Kucuk, and S. C. Karabey, “Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools,” Participatory Educational Research, vol. 9, no. 4, pp. 172–189, 2022, doi: 10.17275/per.22.85.9.4.
[16] R. M. Ryan and E. L. Deci, “Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions,” Contemp Educ Psychol, vol. 61, Apr. 2020, doi: 10.1016/J.CEDPSYCH.2020.101860.
[17] G. Chalco Challco, I. I. Bittencourt, M. Reis, J. Santos, and S. Isotani, “Gamiflow: Towards a Flow Theory-Based Gamification Framework for Learning Scenarios,” Communications in Computer and Information Science, vol. 1831 CCIS, pp. 415–421, 2023, doi: 10.1007/978-3-031-36336-8_65.
[18] J. Rust, M. Kosinski, and D. Stillwell, Modern Psychometrics. New York, NY, England: Routledge, 2021.
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