William Reyes Cabrera, Jesús Pinto Sosa, Ricardo Hernández-Dzib
pp. 7 – 26, download
(https://doi.org/10.55612/s-5002-053-001)
Abstract
The objective of this study is to propose and validate a questionnaire that identifies gamification skills in teachers. In order to develop this instrument, a two-phase sequential exploratory design was used. In the qualitative phase, the specialized literature on gamification was reviewed, then the structure of the questionnaire, the dimensions and its indicators were obtained through the design of the items and the assessment of a panel of experts who validated the instrument. In the case of the quantitative phase, a pilot study was conducted with 203 teachers who used technology and active methodologies in their undergraduate and postgraduate classes; internal consistency tests, item analysis and both exploratory and confirmatory factor analysis were carried out with the obtained data. Among the results, it was found that the level and behavior of the items was adequate, their internal consistency is satisfactory, and the factor analyses allowed us to identify three dimensions and 22 items that allowed the proper identification of teachers’ gamification skills, resulting in a valid and reliable tool for teachers who wish to get started with this new methodology.
Keywords: measurement, teacher, skills, gamification, questionnaire
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