Instrument for assessing teacher’s knowledge, attitudes and practices on gamification (KAP-GD): analysis of psychometric properties

Abstract

Introduction: The scientific literature highlights the benefits of gamification in the teaching-learning process. This study aimed to analyze the psychometric properties of an instrument for the evaluation of teacher’s knowledge, attitudes, and practices on gamification. Methodology: This instrumental research involved 208 Colombian teachers, who completed a sociodemographic and labor data form and the CAP-GD instrument. An exploratory data analysis and confirmatory factor analysis were conducted. Factor loadings with 95% confidence intervals and reliability metrics were reported. Statistical analyses were performed using the JASP software. Results: The second model exhibited superior fit indices (χ2=803,28, CFI=0,89, TLI=0,88, RMSEA=0,08, SRMR=0,06), leading to a finalized scale of 27 items. The instrument showed high internal consistency (ω=0,91, α=0,87). Discussions: The CAP-GD provides a novel contribution and serves as a significant tool for developing programs aimed at the professional development of teachers in gamification. Conclusions: The use of this diagnostic tool can guide teaching practices that support the integration of active methodologies within the teaching-learning processes.