Development and psychometric validation of Game-Based Mathematics Attitude Scale (GBMAS)

Resumo

This study aimed to develop and psychometrically validate a tool to gauge students' attitudes concerning the game-based learning method in mathematics. Recognizing the growing integration of digital and game-based pedagogies in mathematics classes, the research intended to build a reliable and valid scale that measured cognitive, affective, and behavioral elements of students' perceptions. The study involves three phases: expert validation, pilot testing, and factor validation. Six experts in mathematics education and educational research established the content validity of the initial 25-item instrument. The instrument was pilot-tested with 120 senior high school students. Results showed positive attitudes toward GBL in math (mean=3.44, SD=0.53), with high agreement across cognitive, affective, and behavioral aspects. Based on the findings, the Scale-Level CVI (S-CVI/Ave) of 0.86 indicates adequate content validity for the instrument measuring students' attitudes toward game-based learning in mathematics. KMO (0.890) and Bartlett’s Test (χ² = 1.489, df = 190, p< .001) confirm data suitability for factor analysis. Cronbach’s Alpha values demonstrate excellent internal consistency: Cognitive Attitude (α = 0.923), Affective Attitude (α = 0.912), and Behavioral Attitude (α = 0.904), with an overall reliability of 0.882. After Varimax rotation, three distinct dimensions emerged: cognitive (7 items), behavioral (7 items), and affective (6 items), all with strong factor loadings (0.755 to 0.851). These findings highlight the GBMAS as a useful instrument that promotes evidence-based instructional design, assessment of innovative pedagogies, and research in mathematics education. The study's limitations include small sample size and single-institution focus, suggesting a need for broader validation and correlation with academic success.

Dados da obra

Tipo

Artigo

Periódico

International Journal of Science, Technology, Engineering and Mathematics, v. 6, n. 1, p. 1-21

Editora

Institute of Industry and Academic Research Incorporated

Ano

2026 (2026-03)

Idioma

en

Palavras-chave

game-based learning; mathematics education; attitude scale; instrument validation; students; exploratory factor analysis

Temas

Avaliação

DOI

10.53378/ijstem.353312

ISSN

2799-1601, 2799-161X

Acesso

Acesso aberto

Fontes

DOAJ — Directory of Open Access Journals

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026