  Zero factorial, defined to be one, is often counterintuitive to students but
nonetheless an interesting concept to convey in a classroom environment. The
challenge is to delineate the concept in a simple and effective way. This
article reveals and makes contribution to much simpler justifications on the
notion of zero factorial to be one when compared to previous studies in the
area. We note that the connection of zero factorial to the definition of the
gamma function provides a first-hand conceptual understanding of the concept of
zero factorial. But for the purpose of teaching, it is not particularly helpful
from the pedagogical point of view in early years of study, as it is quite
challenging to explain the rationale behind the origin of the definite integral
that defines the gamma function. In this regard two algebraic and one
statistical justification are presented. The "squeeze theorem" plays a pivotal
role in this article. To assess the effectiveness of the justifications
pedagogically, an online survey was conducted at a Canadian university.
