Validation and Psychometric Properties of the Gameplay-Scale for Educative Video Games in Spanish Children
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AutorZurita Ortega, Félix; Medina Medina, Nuria; Gutiérrez Vela, Francisco Luis; Chacón Cuberos, Ramón
Computer gamesProperties psychometricVideo gamesValidation
Zurita Ortega, F., Medina Medina, N., Gutiérrez Vela, F. L., & Chacón Cuberos, R. (2020). Validation and Psychometric Properties of the Gameplay-Scale for Educative Video Games in Spanish Children. Sustainability, 12(6), 2283.
PatrocinadorThis research is supported by the Andalusian Research Program under the project P11-TIC-7486 co-funded by FEDER, together with TIN2014-56494-C4-3-P and TEC2015-68752 from the Spanish Ministry of Economy and Competitiveness and FEDER also.
The knowledge of evaluation instruments to determine the level of gameplay of schoolchildren is very important at this time. A systematic review has been carried out in this study. The aim of this paper is to investigate the psychometric properties of a study of a sample of Spanish gamers. Two hundred and thirty-seven children (mean age: 11.2 +/- 1.17 years, range: 10-12 years, 59.5% female) completed the Gameplay-Scale to discover their opinions after a game session with a serious educational game. The final scale consisted of three factors. The fit for factor 1 (usability) was 0.712, the fit for factor 2 was 0.702 (satisfaction), the fit for factor 3 was 0.886 (empathy) and the overall fit was 0.868. A positive and direct relationship could be observed between all the dimensions of the developed scale. The greatest correlation strength is shown between satisfaction and empathy (r = 0.800; p < 0.005), followed by satisfaction and usability (r = 0.180; p < 0.05) and the association between empathy and usability (r = 0.140; p < 0.05). In summary, the results of the present study support the use of the Gameplay-Scale as a valid and reliable measure of the game experience of youth populations. These results demonstrate strong psychometric properties so that the Gameplay-Scale appears to be a valid instrument for children in different contexts where an educational video game is used, analyzing its usability/“playability” in terms of learning to use it, game satisfaction, and empathy.