Special Education Teachers’ Commitment Towards Digital Gamified Learning: An Exploratory Factor Analysis Procedure on Educational Technology

Abstract

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.