Integrating digital games into classrooms requires teachers to have specific technological and pedagogical competencies. This study aimed to address the gap in adapting and validating the TPACK-G Questionnaire to assess pre-service teachers’ technological pedagogical content knowledge (TPACK) related to game-based learning in Turkey. Confirmatory factor analysis supported a robust four-factor structure, with acceptable model fit and strong internal consistency. Measurement invariance analysis confirmed that the questionnaire measured the same latent constructs across male and female pre-service teachers, supporting its use with diverse groups. An ANOVA test examined group differences in attitudes towards digital games and TPACK-G, with pre-service teachers categorised into medium, high and very high groups with significant differences (p < 0.05), suggesting that attitudes towards games influence game-based pedagogical knowledge. Overall, the findings demonstrate that the 13-item TPACK-G is a valid and reliable tool for assessing pre-service teachers’ game-related knowledge and readiness to integrate digital games into teaching.
Kacmaz et al. (Wed,) studied this question.