Cognitive Engagement With Technology Scale: A Validation Study

• In Event: Instructional Technology SIG Poster Session 1: Instructional Technology in K–12 Settings

Abstract

Quantitative studies on technology integration often report general quantity of classroom technology use or teachers’ perceived level of technology integration. There is a current need for a measure that describes students’ cognitive engagement with technology, which will allow researchers to examine how technology is woven into the learning process. The purpose of this study is to develop a scale to measure how students use technology for different cognitive tasks, following theoretical conceptions from Bloom’s Digital Taxonomy and Multiple-Document Task-based Relevance Assessment and Content Extraction. We employed classical test theory, item response theory, and Confirmatory Factor Analysis to validate our newly created scale. The newly created Cognitive Engagement with Technology (CET) scale showed good psychometric properties, item functioning, and construct validity.

Authors

• Vanessa Wanchanit Vongkulluksn, University of Nevada - Las Vegas

• Lin Lu, University of Nevada - Las Vegas

• Michael Jay Nelson, Oregon State University

• Kui Xie, The Ohio State University