4 .3. QUANTITATIVE RESEARCH DESIGN
4.3.2. Scales:
112 Denscombe, 2010; Midgley et al., 2017; Morgan, 2007)
113 The antecedents of student satisfaction were measured using Deng et al. (2010) scales. To measure students perception of value of using GBL we used LeBlanc and Nguyen (1999) and Ledden, Kalafatis and Samouel (2007) scales. And finally, co-creation behavior is a multidimensional third-order construct that was measured through customer participation behavior (information seeking, information sharing, responsible behavior, personal interaction) and customer citizenship behavior (feedback, advocacy, tolerance, and helping). The students co-creation behaviors in GBL environment were measured using Foroudi et al. (2020), Foroudi, Yu, Gupta, & Foroudi (2019), and Yi & Gong (2013) scales.
The respondents were asked to rate facets of their education experience, perceived value and co-creation using a seven-point Likert scale (1= strongly disagree, 7= strongly agree). More information about the used scales and the respective items is given in table 4.2
Table 4..2 shows the scales used to measure each factor in the study.
Factor
No.
of items
Items Scale
Student satisfaction
3
1. My feelings towards the game-based learning are very
positive. (Deng et al., 2010)
2. The experience that I have had with game-based learning
has been satisfactory. (Deng et al., 2010)
3.In general, I am satisfied with the game-based learning. (Deng et al., 2010)
Student perception of
value Elements 24
Functional elements 5 4. Using game-based learning in my education will allow me to earn a good salary.
(LeBlanc & Nguyen, 1999) &
(Ledden et al., 2007)
5. The utilization of this game/simulation in my education will allow me to achieve my career goals.
(LeBlanc & Nguyen, 1999) &
(Ledden et al., 2007)
6. The knowledge and skills I have acquired from this game/simulation will allow me to get promotions.
(LeBlanc & Nguyen, 1999) &
(Ledden et al., 2007)
7. It is better to obtain courses used game/simulations
before entering the workforce. (LeBlanc & Nguyen, 1999)
8. I believe employers are interested in hiring students who
have experienced games and simulations in their education. (LeBlanc & Nguyen, 1999)
Epistemic elements 5 9. The quality of Knowledge and skills received from these
games/simulations influences the value of my degree. (LeBlanc & Nguyen, 1999)
10. Game/simulation influences the value of my education. (LeBlanc & Nguyen, 1999) &
(Ledden et al., 2007)
11. The number of students in groups using
game/simulation influences the value of my education. (LeBlanc & Nguyen, 1999)
12. The guidance received from professors during the game/simulation affects the value of my education.
(LeBlanc & Nguyen, 1999) &
(Ledden et al., 2007)
13. I learned new things from the game/simulation experience.
(LeBlanc & Nguyen, 1999) &
(Ledden et al., 2007)
114
Emotional elements 5
14. I like participating in these games/simulations. (LeBlanc & Nguyen, 1999)
15. I am glad that I chose a program that offers me this
game/simulation. (LeBlanc & Nguyen, 1999)
16. The value of these games/simulations depends on my personal effort.
(LeBlanc & Nguyen, 1999) &
(Ledden et al., 2007)
17. Taking these games/simulations has given me a sense
of self-achievement. (Ledden et al., 2007)
18. Taking these games/simulations has boosted my
self-confidence. (Ledden et al., 2007)
Social elements 5 19. I am happy when playing these games/simulations
with my classmates. (LeBlanc & Nguyen, 1999)
20. I find the games/simulations more interesting when
participating with groups of friends. (LeBlanc & Nguyen, 1999)
21. Working in groups with games/simulations has a
positive effect on the value of my education. (LeBlanc & Nguyen, 1999)
22. Social activities in games/simulations make my
studies more interesting. (LeBlanc & Nguyen, 1999)
23. People who are important to me think that taking these
games/simulations is a good thing to do. (Ledden et al., 2007)
Conditional elements 4 24. The support materials supplied to me with the game/simulation on my course (e.g. study packs/texts) have helped my learning.
(Ledden et al., 2007)
25. Study‐group work in the game/simulation has been a
beneficial part of my course (Ledden et al., 2007)
26. The game/simulation and its facilities have
contributed to the value of my course (Ledden et al., 2007)
27. The convenience of the game/simulation location
(online) has contributed to the value of my course (Ledden et al., 2007)
Consumer Co-creation behavior
Customer participation behavior
15
Information seeking 3 28. I have asked others for information on what simulations/ games the institution offers.
(Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
29. I have paid attention to how others behave to use these games/ simulations well.
(Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
30. I have searched for information on where these games/ simulation are located.
(Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
Information sharing 4 31. I clearly explained what I wanted the lecturer to provide me regarding using the game in this course.
(Foroudi et al., 2020; Foroudi, Yu, Gupta, & Foroudi, 2019; Yi
& Gong, 2013)
32. I gave the lecturer proper information. (Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
33. I provided the necessary information related to the game so that the lecturer could perform his or her duties.
(Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
34. I answered all the institution’s game-based learning service-related questions.
(Foroudi et al., 2020; Yi & Gong, 2013)
Responsible behavior 4 35. I fulfilled my responsibilities to the games/
simulations.
(Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
36. I adequately completed all the expected behaviors. (Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
37. I performed all the tasks that are required. (Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
38. I followed the lecturer’s directives or orders during the games/simulations.
(Foroudi et al., 2020; Yi & Gong, 2013)
Personal interaction 4 39. I was friendly to the lecturer and other students. (Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
115
40. I didn’t act rudely to the lecturer and other students. (Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
41. I was courteous to the lecturer and other students. (Foroudi et al., 2020; Yi & Gong, 2013)
42. I was kind to the lecturer and other students. (Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
Clients citizenship behavior
13
Feedback 3 43. When I experience a problem using the games/simulation, I let the lecturer know.
(Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
44. If I have a useful idea on how to improve the games/
simulations, I let the lecturer know.
(Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
45. When I receive good service from the institution staff regarding the utilization of the games/simulations, I comment about it.
(Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
Advocacy 3 46. I said positive things about the games/ simulations, the course and the institution to others.
(Foroudi et al., 2020; Foroudi et al., 2019;Yi & Gong, 2013)
47. I encouraged friends and relatives to attend the course in the institution and take the games/simulations.
(Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
48. I recommended the games/ simulations, the course and the institution to others.
(Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
Helping 4 49. I assist other students if they need my help in games/
simulations.
(Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
50. I help other students if they seem to have problems in games/ simulations.
(Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
51. I teach other students to use the games/ simulations correctly.
(Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
52. I give advice to other students. (Foroudi et al., 2020; Yi & Gong, 2013)
Tolerant 3 53. If the games/ simulations are not delivered as expected, I would be willing to put up with it.
Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
54. If the games/ simulations have a mistake during service delivery, I would be willing to be patient.
Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
55. If I have to wait longer than I normally expected to receive the service related to the games/ simulations, I would be willing to adapt.
Foroudi et al., 2020; Foroudi et al., 2019; Yi & Gong, 2013)
Table 4.2. Scales used to measure each factor in the study.
Source: own elaboration