Research Article
Emilio Flores-Mamani, Arcelia-Olga Rojas-Salazar, Pedro-Basilio Tapia-Espinoza, Constantino-Miguel Nieves-Barreto, Juan Inquilla-Mamani, Ányela-Yésica Flores-Yapuchura, Gilberto Vilca-Cutipa
CONT ED TECHNOLOGY, Volume 18, Issue 4, Article No: ep682
ABSTRACT
The use of artificial intelligence (AI) in higher education pedagogy has gained increasing relevance; however, there remains a shortage of psychometrically validated instruments capable of assessing, in a multidimensional and context-specific manner, faculty adoption of these technologies. The aim of this study was to identify the factorial structure and evaluate the psychometric properties of an instrument designed to measure AI use among university faculty. The instrument was developed based on the unified theory of acceptance and use of technology and was administered to a convenience sample of 330 university instructors. Exploratory factor analysis revealed a robust seven-factor structure explaining 66.90% of the total variance, allowing the refinement and optimization of the instrument from 50 to 30 items. The final scale demonstrated excellent overall internal consistency (Cronbach’s alpha = 0.913). It is concluded that the developed instrument is a valid and reliable tool for higher education institutions to assess and diagnose faculty levels of AI adoption, thereby facilitating the design of context-specific institutional policies and effective professional development programs in AI-enhanced pedagogy.
Keywords: artificial intelligence, university pedagogy, exploratory factor analysis, reliability
Research Article
Gilber Chura-Quispe, Cristina Beatriz Flores-Rosado, Alex Alfredo Valenzuela-Romero, Enlil Iván Herrera-Pérez, Avenilda Eufemia Herrera-Chura, Mercedes Alejandrina Collazos Alarcón
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep560
ABSTRACT
Information literacy is a fundamental component in the academic development of future professionals. The aim of the study was to evaluate the metric properties of the ‘questionnaire of self-perceived information competences’, analyzing the factorial structure, internal consistency, convergent validity, factorial invariance according to gender and to propose cut-off points in Peruvian university students. The study followed an instrumental and descriptive design in which 30 items distributed in 4 factors were analyzed. The participants consisted of 1,173 university students from 12 Peruvian universities. The results show that the items show adequate values in the descriptive analysis; however, the analysis of the polychoric correlations determined the need to eliminate item 13. Confirmatory factor analysis was carried out with two models (with and without item 13), in which the second model showed better fit indices of χ2/gl, CFI, TLI, RMSEA, and SRMR and factor loadings > 0.5. Convergent validity and internal consistency showed expected scores, and the instrument is shown to be gender invariant. Finally, it was established that there is not enough difference according to sociodemographic data to establish cut-off points based on sociodemographic variables, and the cut-offs for each factor were based on quartiles. In conclusion, the instrument is valid and reliable for measuring self-perceived information literacy in Peruvian university students.
Keywords: informational competence, validation, information literacy skills, reliability, invariance
Research Article
Necati Taşkın, Ebru Kılıç Çakmak
CONT ED TECHNOLOGY, Volume 12, Issue 2, Article No: ep268
ABSTRACT
Marczewski (2015) has introduced a new classification model for different user types. Tondello et al. (2016) developed and later revised (Tondello et al., 2019) “The Gamification User Types Hexad Scale” based on this model. The aim of this study is to adapt this scale into Turkish. The validity and reliability study of the scale was conducted on 330 university students. Confirmatory factor analysis (CFA) on the model also showed that the fit indices were acceptable. The Cronbach’s alpha coefficients of the factors were also within the acceptable range. Additionally, it was found that there was a significant difference between the mean scores of the lower 27% and upper 27% groups for both the items and the sub-factor scores. As a result, it can be concluded that this valid and reliable scale composed of 24 items and 6 factors can be used as an effective tool in the gamification solutions considering the characteristics of the target group.
Keywords: gamification, player/user types, scale adaptation, validity, reliability