Developing an Animated Digital Vignette-Based Scale for Detecting Underachievement in Primary-Level Gifted Students

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Köse Biber S., Leana-Taşcılar M. Z., Güçyeter Ş., Şimşek İ.

Eurasian Journal of Teacher Education, cilt.6, sa.3, ss.154-179, 2025 (Hakemli Dergi)

Özet

This study aimed to develop the Digital Gifted Underachievement Scale–Student Form (DGUS-SF), a digital vignette-based measurement tool designed to identify early indicators of underachievement in gifted primary school students. Unlike traditional paper-and-pencil scales, the DGUS-SF presents short, animated scenarios that reflect real-life situations, supporting students’ engagement and facilitating more accurate self-reports. The study was conducted with 291 identified gifted students in Grades 3 and 4. Following literature review, focus group interviews, expert evaluation, and pilot testing, content validity was established using the Modified Lawshe Technique. Exploratory and confirmatory factor analyses confirmed a two-factor structure consisting of six items, explaining 56.21% of the total variance. Model fit indices (χ²/df = 2.60, RMSEA = 0.076, CFI = 0.94, IFI = 0.94, NFI = 0.91) indicated an acceptable fit. Internal consistency values (Cronbach’s alpha = 0.70; split-half correlation = 0.49) demonstrated sufficient reliability. The DGUS-SF offers an innovative approach to assessing underachievement by integrating digital scenarios into measurement processes and represents the first scale developed specifically for gifted students at the primary school level. The findings suggest that the DGUS-SF is a valid and reliable tool that can support early identification efforts and guide educational interventions for gifted learners.