Special education teachers’ commitment towards digital gamified learning: an exploratory factor analysis procedure on educational technology
Teacher’s commitment will affect their students and school education’s quality. This study intended to develop an instrument to measure special education teachers’ commitment towards digital gamified learning. A cross-sectional research design was conducted. A questionnaire with a 10-point Likert sc...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Penerbit Universiti Kebangsaan Malaysia
2025
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| Online Access: | http://journalarticle.ukm.my/26039/ http://journalarticle.ukm.my/26039/1/59-67%20-.pdf |
| _version_ | 1848816514618097664 |
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| author | Yong, Irene Siew Fei Khairul Farhah Khairuddin, Nurfaradilla Mohamad Nasri, |
| author_facet | Yong, Irene Siew Fei Khairul Farhah Khairuddin, Nurfaradilla Mohamad Nasri, |
| author_sort | Yong, Irene Siew Fei |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | Teacher’s commitment will affect their students and school education’s quality. This study intended to develop an instrument to measure special education teachers’ commitment towards digital gamified learning. A cross-sectional research design was conducted. A questionnaire with a 10-point Likert scale was used to collect data randomly from 110 teachers who teach students with learning disabilities in Malaysian public schools. In pre-test, experts check and validate the items through content validity, face validity and criterion validity. Exploratory Factor Analysis (EFA) was performed using IBM-SPSS-AMOS version 24.0 for all the adapted items. The sampling adequacy for Kaiser-Meyer-Olkin shows .908, and Bartlett’s Test shows high significance with .000. The Cronbach’s Alpha for all items shows high internal reliability with a threshold value of .972. Factor loadings between item and factor ranged from .924 to .966, which indicates a high correlation coefficient. 5 items in measuring the construct explain 90.03% of total variances. This study contributes a validated and reliable instrument for measuring the special education teachers’ commitment towards gamified learning. Besides that, commitment proved to be an important construct that should be considered by future scholars and school administrators when developing a framework, model or intervention on integrating educational technology. |
| first_indexed | 2025-11-15T01:07:05Z |
| format | Article |
| id | oai:generic.eprints.org:26039 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T01:07:05Z |
| publishDate | 2025 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:260392025-10-27T07:16:57Z http://journalarticle.ukm.my/26039/ Special education teachers’ commitment towards digital gamified learning: an exploratory factor analysis procedure on educational technology Yong, Irene Siew Fei Khairul Farhah Khairuddin, Nurfaradilla Mohamad Nasri, Teacher’s commitment will affect their students and school education’s quality. This study intended to develop an instrument to measure special education teachers’ commitment towards digital gamified learning. A cross-sectional research design was conducted. A questionnaire with a 10-point Likert scale was used to collect data randomly from 110 teachers who teach students with learning disabilities in Malaysian public schools. In pre-test, experts check and validate the items through content validity, face validity and criterion validity. Exploratory Factor Analysis (EFA) was performed using IBM-SPSS-AMOS version 24.0 for all the adapted items. The sampling adequacy for Kaiser-Meyer-Olkin shows .908, and Bartlett’s Test shows high significance with .000. The Cronbach’s Alpha for all items shows high internal reliability with a threshold value of .972. Factor loadings between item and factor ranged from .924 to .966, which indicates a high correlation coefficient. 5 items in measuring the construct explain 90.03% of total variances. This study contributes a validated and reliable instrument for measuring the special education teachers’ commitment towards gamified learning. Besides that, commitment proved to be an important construct that should be considered by future scholars and school administrators when developing a framework, model or intervention on integrating educational technology. Penerbit Universiti Kebangsaan Malaysia 2025-05-30 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/26039/1/59-67%20-.pdf Yong, Irene Siew Fei and Khairul Farhah Khairuddin, and Nurfaradilla Mohamad Nasri, (2025) Special education teachers’ commitment towards digital gamified learning: an exploratory factor analysis procedure on educational technology. Jurnal Pendidikan Malaysia, 50 (1). pp. 59-67. ISSN 2600-8823 http://ejournal.ukm.my/jpend |
| spellingShingle | Yong, Irene Siew Fei Khairul Farhah Khairuddin, Nurfaradilla Mohamad Nasri, Special education teachers’ commitment towards digital gamified learning: an exploratory factor analysis procedure on educational technology |
| title | Special education teachers’ commitment towards digital gamified learning: an exploratory factor analysis procedure on educational technology |
| title_full | Special education teachers’ commitment towards digital gamified learning: an exploratory factor analysis procedure on educational technology |
| title_fullStr | Special education teachers’ commitment towards digital gamified learning: an exploratory factor analysis procedure on educational technology |
| title_full_unstemmed | Special education teachers’ commitment towards digital gamified learning: an exploratory factor analysis procedure on educational technology |
| title_short | Special education teachers’ commitment towards digital gamified learning: an exploratory factor analysis procedure on educational technology |
| title_sort | special education teachers’ commitment towards digital gamified learning: an exploratory factor analysis procedure on educational technology |
| url | http://journalarticle.ukm.my/26039/ http://journalarticle.ukm.my/26039/ http://journalarticle.ukm.my/26039/1/59-67%20-.pdf |