Adaptation of the Digital Learning Games Scale (DLGS) Into Turkish and Examining the Attitudes of Primary School Teachers Towards The Digital Learning Games

Abstract

This study's objectives are to translate the scale to Turkish, conduct a validity and reliability analysis of the "Digital Learning Games Scale (DLGS)" produced by Mukh et al. (2021), and assess the scale in terms of numerous variables. The survey model, a quantitative research technique, was employed in the study to achieve this goal. Primary school instructors employed in Malatya throughout the 2022–2023 academic year make up the study's universe. Following the scale's conversion to Turkish, the data were analyzed using SPSS 2.0 and AMOS statistical programs. The scale scores derived from the field data collection were evaluated using descriptive statistical approaches, such as mean and standard deviation. When comparing quantitative continuous data between two independent groups, the t-test was used, and when comparing quantitative continuous data between more than two independent groups, the One-way Anova test was employed. There is a significant difference according to seniority, digital game playing status, digital game use status in lessons, and the infrastructure of the school they work in. Teachers were found to have educational digital games in general, developing social skills, developing cognitive skills, learning by having fun, developing affective skills, encouraging creativity, and developing psychomotor skills. However, there was no discernible difference between digital game production and training when the gender variable was taken into account.