问卷《教师游戏化技能问卷》在西班牙的外部心理测量证据：结构效度、项目限制及分数解释

Teachers’ capacity to design gamified learning requires measures whose scores remain interpretable beyond their development context. This study examined the 22-item Questionnaire of Gamification Skills in Teachers (QGST), with wording changes from the Mexican original, in 1367 teachers in Spain. The most frequent stages were compulsory secondary (39.1%), primary (27.0%), and upper-secondary education (20.9%); categories were non-exclusive. Ordinal confirmatory factor analysis compared correlated three-factor and single-factor models, with cross-checks in two random halves. Item distributions,