Psychometric Validation of the Game Experience Questionnaire (GEQ) Among Adolescents
Keywords:
Game experience; Adolescents; Psychometric validation; Reliability; Measurement invariance; Arabic versionAbstract
The growing integration of digital gaming into adolescents’ everyday lives has important implications for education, learning, and student development, as game-based environments increasingly intersect with motivation, engagement, and digital behavior in school-age populations. However, research in Arab educational contexts lacks psychometrically sound instruments for assessing students’ multidimensional game experiences. This study aimed to validate the Arabic version of the Game Experience Questionnaire (GEQ) among adolescents within an Arab educational context. A cross-sectional psychometric validation design was employed with 380 middle-school students. The Arabic GEQ was examined using exploratory and confirmatory factor analyses, reliability testing through Cronbach’s alpha and McDonald’s omega, and assessment of convergent, discriminant, and gender-based measurement invariance. The findings supported a refined four-factor, 19-item structure consisting of Competence, Immersion, Positive Affect, and Involvement. The model demonstrated acceptable fit (?²/df = 2.79, RMSEA = 0.069, SRMR = 0.058), satisfactory reliability (? = 0.758–0.857; ? = 0.767–0.886), and acceptable construct validity. Full configural, metric, and scalar invariance across gender was established. The findings indicate that the Arabic GEQ provides a reliable, valid, and culturally appropriate measure of adolescent game experience across multiple dimensions of engagement. The study contributes to educational measurement by providing a reliable and culturally appropriate instrument for assessing adolescent game experience in Arab school contexts. The findings offer practical value for researchers, school counselors, and practitioners seeking to understand how digital gaming experiences relate to student engagement and psychosocial functioning.
https://doi.org/10.26803/ijlter.25.6.42
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