International Journal of
Information and Education Technology

Abstract

Despite the global proliferation of e-learning platforms, the Arab educational context lacks a culturally validated instrument to assess the multidimensional nature of digital interaction. This study addresses this critical gap by constructing and developing the Interactive Communication Scale for Digital Learning Environments (ICDLES) the first psychometrically validated tool of its kind designed specifically for the Arab educational context. A set of rigorous statistical analyses yielded a solid factorial model with six critical elements representing the core of interactive communication within the digital environment: Learner–Content Interaction (LCI), Learner–Instructor Interaction (LII), Learner–Learner Interaction (LLI), Learner–System Interaction (LSI), Social–Emotional Interaction (SEI), and Metacognitive Interaction (MI). Exploratory and confirmatory factor analyses confirmed the scale had solid construct validity and high reliability, with sufficient internal consistency across all items and dimensions. The scale development employed a scale development and validation study design using Exploratory Factor Analysis (EFA) to identify and refine the factor structure, Confirmatory Factor Analysis (CFA) to verify the stability of the six-dimensional model, and Rasch model analysis to ensure objective linear measurement and item-level fit. The scale’s six-dimensional structure reflects unique sociocultural and institutional characteristics of Saudi Arabian digital learning contexts, filling a critical gap in the Arab educational literature. The study suggests using the scale as a diagnostic and developmental tool to facilitate the redesign of digital learning environments, foster interactive pedagogy, and achieve lasting improvement in online learning quality. Implications are specifically tied to the six-factor structure, providing targeted guidance for each dimension of interactive communication.