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TThe Turkish Validity and Reliability of the Gameful Experience Scale: A Methodological Study

Yıl 2024, Cilt: 11 Sayı: 1, 1 - 7, 28.03.2024
https://doi.org/10.31125/hunhemsire.1319460

Öz

Aim: This methodological study aimed to conduct the Turkish validity and reliability study of the "Gameful Experience Scale" measurement tool developed to determine the game experience.
Material and Methods: The sample consisted of 135 nursing students studying at the nursing faculty of a state university. Data were collected with the “Descriptive Information Form” and “Gameful Experience Scale”. Within the scope of the validity and reliability study of the scale, language validity, content validity, construct validity, and reliability analysis were performed.
Results: The content validity index of the scale, which was linguistically validated using the translation-back-translation technique, is 1.0. GAMEX consists of 27 items and 6 subscales (explains 78.13% of the total variance). According to the values of the fit indices obtained on confirmatory factor analysis, it was determined that the level of good fit was achieved. The Cronbach's alpha value for the whole scale was 0.936; Cronbach's alpha values for the sub-dimensions ranged between 0.677 and 0.929. It was determined that the difference between the scale total scores was not significant (t=1.033, p=0.309) between the applications made with two-week intervals to evaluate the reproducibility and reliability of the scale against time, and there was a strong positive correlation between both measurements (r=0.484, p= 0.003).
Conclusion: In line with the results, the scale was determined to be a valid and reliable measurement tool for evaluating the game experience.

Kaynakça

  • Deterding S, Dixon D, Khaled R, Nacke L. From game design elements to gamefulness. In: Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments. ACM; 2011:9-15.
  • Huotari K, Hamari J. A definition for gamification: Anchoring gamification in the service marketing literature. Electron Mark. 2017;27(1):21-31.
  • Ferguson C, Davidson PM, Scott PJ, Jackson D, Hickman LD. Augmented reality, virtual reality and gaming: An integral part of nursing. Contemp Nurse. 2015;51(1):1-4.
  • King D, Greaves F, Exeter C, Darzi A. ‘Gamification’: influencing health behaviours with games. J R Soc Med. 2013;106(3):76-8.
  • Werbach K, Hunter D. For the win: How game thinking can revolutionize your business. Revised and Updated. Pennsylvania: Wharton Digital Press; 2020.
  • Zichermann G, Linder J. The Gamification Revolution: How Leaders Leverage Game Mechanics to Crush the Competition. (Zichermann G, Linder J, eds.). New York: McGraw-Hill; 2013.
  • Domínguez A, Saenz-de-Navarrete J, de-Marcos L, Fernández-Sanz L, Pagés C, Martínez-Herráiz J-J. Gamifying learning experiences: Practical implications and outcomes. Comput Educ. 2013;63:380-92.
  • van Roy R, Zaman B. Need-supporting gamification in education: An assessment of motivational effects over time. Comput Educ. 2018;127:283-97.
  • Çalık A, Saglam RB, Kabal MG, Çakmak B, İnkaya B, Kapucu S. Hemşirelik öğrencileri için geliştirilen COVID-19 oyunlaştırılmış e-öğrenme modülünün geliştirilme basamakları. Süleyman Demirel Üniversitesi Sağlık Bilim Derg. 2022;13(3):551-8.
  • Kim H, Kim B. Effects of situation-based flipped learning and gamification as combined methodologies in psychiatric nursing education: A quasi-experimental study. Healthcare. 2022;10(4):644.
  • Woolwine S, Romp CR, Jackson B. Game on: Evaluating the impact of gamification in nursing orientation on motivation and knowledge retention. J Nurses Prof Dev. 2019;35(5):255-60.
  • Boskic N, Sharon H. Gamification in higher education: How we changed roles [Poster]. The 9th European Conference on Games Based Learning; 2015; Steinkjer, Norway.
  • Dicheva D, Dichev C, Agre G, Angelova G. Gamification in education: A systematic mapping study. Educ Technol Soc. 2015;18(3):75-88.
  • Subhash S, Cudney EA. Gamified learning in higher education: A systematic review of the literature. Comput Human Behav. 2018;87:192-206.
  • Alsawaier RS. The effect of gamification on motivation and engagement. Int J Inf Learn Technol. 2018;35(1):56-79.
  • Pozo Sánchez S, López Belmonte J, Fuentes Cabrera A, López Núñez JA. Gamification as a methodological complement to flipped learning—an incident factor in learning improvement. Multimodal Technol Interact. 2020;4(2):12.
  • Banfield J, Wilkerson B. Increasing student intrinsic motivation and self-efficacy through gamification pedagogy. Contemp Issues Educ Res. 2014;7(4):291-8.
  • Lederman NG, Lederman JS. What is a theoretical framework? A practical answer. J Sci Teacher Educ. 2015;26(7):593-7.
  • Brull S, Finlayson S, Kostelec T, MacDonald R, Krenzischeck D. Using gamification to improve productivity and increase knowledge retention during orientation. JONA J Nurs Adm. 2017;47(9):448-53.
  • Castro TC, Gonçalves LS. The use of gamification to teach in the nursing field. Rev Bras Enferm. 2018;71(3):1038-45.
  • Gagnon M-P, Gagnon J, Desmartis M, Njoya M. The impact of blended teaching on knowledge, satisfaction, and self-directed learning in nursing undergraduates: A randomized, controlled trial. Nurs Educ Perspect. 2013;34(6):377-82.
  • Mullins JK, Sabherwal R. Gamification: A cognitive-emotional view. J Bus Res. 2020;106:304-14.
  • Eppmann R, Bekk M, Klein K. Gameful experience in gamification: Construction and validation of a gameful experience scale [GAMEX]. J Interact Mark. 2018;43:98-115.
  • Gunawan J, Marzilli C, Aungsuroch Y. Establishing appropriate sample size for developing and validating a questionnaire in nursing research. Belitung Nurs J. 2021;7(5):356-60.
  • Davis LL. Instrument review: Getting the most from a panel of experts. Appl Nurs Res. 1992;5(4):194-7.
  • Karakoç FY, Dönmez L. Ölçek geliştirme çalışmalarında temel ilkeler. Tıp Eğitimi Dünyası. 2014;13(40):39-49.
  • Çapık C, Gözüm S, Aksayan S. Intercultural scale adaptation stages, language and culture adaptation: updated guideline. Florence Nightingale Hemşirelik Derg. 2018:199-210.
  • Akyüz HE. Yapı geçerliliği için doğrulayıcı faktör analizi: uygulamalı bir çalışma. Bitlis Eren Üniversitesi Fen Bilim Derg. 2018;7(2):186-98.
  • Büyüköztürk Ş. Sosyal bilimler ıçin veri analizi el kitabı istatistik, araştırma deseni SPSS uygulamaları ve yorum. 30th ed. Ankara: Pegem Akademi; 2023.
  • Orçan F. Exploratory and confirmatory factor analysis: which one to use first? Eğitimde ve Psikolojide Ölçme ve Değerlendirme Derg. 2018;9(4):414-21.
  • Goretzko D, Pham TTH, Bühner M. Exploratory factor analysis: Current use, methodological developments and recommendations for good practice. Curr Psychol. 2021;40(7):3510-21.
  • Marsh HW, Guo J, Dicke T, Parker PD, Craven RG. Confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and Set-ESEM: optimal balance between goodness of fit and parsimony. Multivariate Behav Res. 2020;55(1):102-19.
  • Erkorkmaz Ü, Etikan İ, Demir O, Özdamar K, Sanisoğlu SY. Confirmatory factor analysis and fit indices: Review. Turkiye Klin J Med Sci. 2013;33(1):210-23.
  • Evci N, Aylar F. Derleme: Ölçek geliştirme çalışmalarında doğrulayıcı faktör analizinin kullanımı. J Soc Sci. 2017;4(10):389-412.
  • Bujang MA, Omar ED, Baharum NA. A review on sample size determination for cronbach’s alpha test: A simple guide for researchers. Malaysian J Med Sci. 2018;25(6):85-99.
  • Márquez-Hernández VV, Garrido-Molina JM, Gutiérrez-Puertas L, García-Viola A, Aguilera-Manrique G, Granados-Gámez G. How to measure gamification experiences in nursing? Adaptation and validation of the Gameful Experience Scale [GAMEX]. Nurse Educ Today. 2019;81:34-38.

Oyun Deneyimi Ölçeği’nin Türkçe Geçerlik ve Güvenirliği: Metodolojik Bir Çalışma

Yıl 2024, Cilt: 11 Sayı: 1, 1 - 7, 28.03.2024
https://doi.org/10.31125/hunhemsire.1319460

Öz

Amaç: Metodolojik desende yürütülen bu araştırmada, oyun deneyimini belirlemeye yönelik geliştirilen “Oyun Deneyimi Ölçeği (Gameful Experience Scale-GAMEX)” ölçüm aracının Türkçe geçerlik ve güvenirlik çalışmasının yapılması amaçlandı.
Gereç ve Yöntem: Araştırmanın örneklemini bir devlet üniversitesinin hemşirelik fakültesinde eğitim gören 135 hemşirelik öğrencisi oluşturdu. Araştırma verileri “Tanıtıcı Bilgi Formu” ve “Oyun Deneyimi Ölçeği” ile toplandı. Ölçeğin geçerlik ve güvenirlik çalışması kapsamında, dil, kapsam ve yapı geçerliği ile güvenirlik analizleri yapıldı.
Bulgular: Çeviri-geri çeviri tekniği ile dil geçerliği yapılan ölçeğin kapsam geçerlik indeksi 1.0’dir. GAMEX, 27 maddeden ve 6 alt boyuttan (toplam varyansın %78,13’ünü açıklar) oluşmaktadır. Doğrulayıcı faktör analizinden elde edilen uyum indeksleri değerlerine göre ölçeğin iyi uyum düzeyine sahip olduğu saptandı. Güvenirlik analizi sonuçlarına göre, ölçeğin tümüne yönelik Cronbach alfa değerinin 0,93; alt boyutlara yönelik Cronbach alfa değerlerinin ise 0,67 ile 0,929 arasında değiştiği bulundu. Ölçeğin tekrarlanabilirlik ve zamana karşı güvenirliğini değerlendirmek için iki hafta ara ile yapılan uygulamalar arasında ölçek toplam puanları arasındaki farkın anlamlı olmadığı (t=1.033, p=0.309) ve her iki ölçüm arasında pozitif yönde güçlü bir ilişki olduğu saptandı (r=0.484, p=0.003).
Sonuç: Araştırmadan elde edilen sonuçlar doğrultusunda ölçeğin oyun deneyimini değerlendirmede geçerli ve güvenilir bir ölçüm aracı olduğu belirlendi.

Kaynakça

  • Deterding S, Dixon D, Khaled R, Nacke L. From game design elements to gamefulness. In: Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments. ACM; 2011:9-15.
  • Huotari K, Hamari J. A definition for gamification: Anchoring gamification in the service marketing literature. Electron Mark. 2017;27(1):21-31.
  • Ferguson C, Davidson PM, Scott PJ, Jackson D, Hickman LD. Augmented reality, virtual reality and gaming: An integral part of nursing. Contemp Nurse. 2015;51(1):1-4.
  • King D, Greaves F, Exeter C, Darzi A. ‘Gamification’: influencing health behaviours with games. J R Soc Med. 2013;106(3):76-8.
  • Werbach K, Hunter D. For the win: How game thinking can revolutionize your business. Revised and Updated. Pennsylvania: Wharton Digital Press; 2020.
  • Zichermann G, Linder J. The Gamification Revolution: How Leaders Leverage Game Mechanics to Crush the Competition. (Zichermann G, Linder J, eds.). New York: McGraw-Hill; 2013.
  • Domínguez A, Saenz-de-Navarrete J, de-Marcos L, Fernández-Sanz L, Pagés C, Martínez-Herráiz J-J. Gamifying learning experiences: Practical implications and outcomes. Comput Educ. 2013;63:380-92.
  • van Roy R, Zaman B. Need-supporting gamification in education: An assessment of motivational effects over time. Comput Educ. 2018;127:283-97.
  • Çalık A, Saglam RB, Kabal MG, Çakmak B, İnkaya B, Kapucu S. Hemşirelik öğrencileri için geliştirilen COVID-19 oyunlaştırılmış e-öğrenme modülünün geliştirilme basamakları. Süleyman Demirel Üniversitesi Sağlık Bilim Derg. 2022;13(3):551-8.
  • Kim H, Kim B. Effects of situation-based flipped learning and gamification as combined methodologies in psychiatric nursing education: A quasi-experimental study. Healthcare. 2022;10(4):644.
  • Woolwine S, Romp CR, Jackson B. Game on: Evaluating the impact of gamification in nursing orientation on motivation and knowledge retention. J Nurses Prof Dev. 2019;35(5):255-60.
  • Boskic N, Sharon H. Gamification in higher education: How we changed roles [Poster]. The 9th European Conference on Games Based Learning; 2015; Steinkjer, Norway.
  • Dicheva D, Dichev C, Agre G, Angelova G. Gamification in education: A systematic mapping study. Educ Technol Soc. 2015;18(3):75-88.
  • Subhash S, Cudney EA. Gamified learning in higher education: A systematic review of the literature. Comput Human Behav. 2018;87:192-206.
  • Alsawaier RS. The effect of gamification on motivation and engagement. Int J Inf Learn Technol. 2018;35(1):56-79.
  • Pozo Sánchez S, López Belmonte J, Fuentes Cabrera A, López Núñez JA. Gamification as a methodological complement to flipped learning—an incident factor in learning improvement. Multimodal Technol Interact. 2020;4(2):12.
  • Banfield J, Wilkerson B. Increasing student intrinsic motivation and self-efficacy through gamification pedagogy. Contemp Issues Educ Res. 2014;7(4):291-8.
  • Lederman NG, Lederman JS. What is a theoretical framework? A practical answer. J Sci Teacher Educ. 2015;26(7):593-7.
  • Brull S, Finlayson S, Kostelec T, MacDonald R, Krenzischeck D. Using gamification to improve productivity and increase knowledge retention during orientation. JONA J Nurs Adm. 2017;47(9):448-53.
  • Castro TC, Gonçalves LS. The use of gamification to teach in the nursing field. Rev Bras Enferm. 2018;71(3):1038-45.
  • Gagnon M-P, Gagnon J, Desmartis M, Njoya M. The impact of blended teaching on knowledge, satisfaction, and self-directed learning in nursing undergraduates: A randomized, controlled trial. Nurs Educ Perspect. 2013;34(6):377-82.
  • Mullins JK, Sabherwal R. Gamification: A cognitive-emotional view. J Bus Res. 2020;106:304-14.
  • Eppmann R, Bekk M, Klein K. Gameful experience in gamification: Construction and validation of a gameful experience scale [GAMEX]. J Interact Mark. 2018;43:98-115.
  • Gunawan J, Marzilli C, Aungsuroch Y. Establishing appropriate sample size for developing and validating a questionnaire in nursing research. Belitung Nurs J. 2021;7(5):356-60.
  • Davis LL. Instrument review: Getting the most from a panel of experts. Appl Nurs Res. 1992;5(4):194-7.
  • Karakoç FY, Dönmez L. Ölçek geliştirme çalışmalarında temel ilkeler. Tıp Eğitimi Dünyası. 2014;13(40):39-49.
  • Çapık C, Gözüm S, Aksayan S. Intercultural scale adaptation stages, language and culture adaptation: updated guideline. Florence Nightingale Hemşirelik Derg. 2018:199-210.
  • Akyüz HE. Yapı geçerliliği için doğrulayıcı faktör analizi: uygulamalı bir çalışma. Bitlis Eren Üniversitesi Fen Bilim Derg. 2018;7(2):186-98.
  • Büyüköztürk Ş. Sosyal bilimler ıçin veri analizi el kitabı istatistik, araştırma deseni SPSS uygulamaları ve yorum. 30th ed. Ankara: Pegem Akademi; 2023.
  • Orçan F. Exploratory and confirmatory factor analysis: which one to use first? Eğitimde ve Psikolojide Ölçme ve Değerlendirme Derg. 2018;9(4):414-21.
  • Goretzko D, Pham TTH, Bühner M. Exploratory factor analysis: Current use, methodological developments and recommendations for good practice. Curr Psychol. 2021;40(7):3510-21.
  • Marsh HW, Guo J, Dicke T, Parker PD, Craven RG. Confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and Set-ESEM: optimal balance between goodness of fit and parsimony. Multivariate Behav Res. 2020;55(1):102-19.
  • Erkorkmaz Ü, Etikan İ, Demir O, Özdamar K, Sanisoğlu SY. Confirmatory factor analysis and fit indices: Review. Turkiye Klin J Med Sci. 2013;33(1):210-23.
  • Evci N, Aylar F. Derleme: Ölçek geliştirme çalışmalarında doğrulayıcı faktör analizinin kullanımı. J Soc Sci. 2017;4(10):389-412.
  • Bujang MA, Omar ED, Baharum NA. A review on sample size determination for cronbach’s alpha test: A simple guide for researchers. Malaysian J Med Sci. 2018;25(6):85-99.
  • Márquez-Hernández VV, Garrido-Molina JM, Gutiérrez-Puertas L, García-Viola A, Aguilera-Manrique G, Granados-Gámez G. How to measure gamification experiences in nursing? Adaptation and validation of the Gameful Experience Scale [GAMEX]. Nurse Educ Today. 2019;81:34-38.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Dahili Hastalıklar Hemşireliği
Bölüm Araştırma Makaleleri
Yazarlar

Ayşe Arıkan Dönmez 0000-0003-4893-9335

Afra Çalık 0000-0001-7277-3393

Murat Gökhan Kabal 0000-0002-2580-6858

Sevgisun Kapucu 0000-0003-3908-3846

Erken Görünüm Tarihi 28 Mart 2024
Yayımlanma Tarihi 28 Mart 2024
Gönderilme Tarihi 24 Haziran 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 11 Sayı: 1

Kaynak Göster

Vancouver Arıkan Dönmez A, Çalık A, Kabal MG, Kapucu S. Oyun Deneyimi Ölçeği’nin Türkçe Geçerlik ve Güvenirliği: Metodolojik Bir Çalışma. HUHEMFAD. 2024;11(1):1-7.