ChatGPT Usage Scale in Education: Validity and Reliability Study
DOI:
https://doi.org/10.46328/ijte.1024Keywords:
ChatGpt, Scale Development, Education, Reliability, ValidityAbstract
This study aimed to develop a valid and reliable scale to measure individuals' and organizations' attitudes toward the use of ChatGPT, emphasizing the necessity for organizations to adapt to rapidly evolving information and technology environments. The methodology consisted of three stages. In the first stage, a 13-item draft scale was administered to 213 participants, and its construct validity was evaluated through Exploratory Factor Analysis (EFA). In the second stage, based on EFA results, the scale was reduced to 12 items and administered to 175 participants, followed by Confirmatory Factor Analysis (CFA) to validate its structure. In the third stage, test-retest reliability and criterion validity were examined with 67 school administrators and teachers. The analyses revealed that the scale consisted of two dimensions, "opportunities" and "challenges," and CFA confirmed this structure, with fit indices falling within acceptable ranges. The overall reliability coefficient (Cronbach's Alpha) was calculated as 0.71, and further analyses, including independent sample t-tests, item-total and item-residual correlations, inter-factor correlations, and test-retest correlations, supported the scale’s validity and reliability. Based on the findings, the scale was recommended to be named the "ChatGPT Usage Scale," offering a valuable tool for assessing attitudes toward ChatGPT use among individuals and organizations.References
Taktak, M. & Bafrali, G. (2025). ChatGPT usage scale in education: Validity and reliability study. International Journal of Technology in Education (IJTE), 8(1), 193-207. https://doi.org/10.46328/ijte.1024
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Technology in Education

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.
The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Technology in Education (IJTE), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.
Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.