Exploring the Psychometric Properties of Digital Game Usage in the Mathematics Classroom Survey

• In Event: Advanced Psychometric Analyses in Rasch Modeling

Abstract

The use of digital games in teaching (Digital Game-Based Learning; DGBL) is an active area of research. Understanding subject-specific aspects of teacher efficacy for DGBL can help researchers understand and support teacher growth related to these practices. Psychometrically sound measurement tools are needed to support this purpose. We present and evaluate the psychometric properties of Digital Game Usage in the Mathematics Classroom Survey (DGUMS) within an invariant measurement framework. We used a combination of nonparametric methods based on Mokken Scale Analysis and Rasch measurement theory to evaluate responses from a national sample of mathematics teachers in the US. Overall, our findings support the interpretation and use of the DGUMS and point to several directions for future research.

Authors

• Stefanie A. Wind, University of Alabama

• André R. Denham, University of Alabama

• Kristin E. Harbour, University of South Carolina