An evaluation of university students' latent and self‐perceived digital competence in the use of mobile devices
Bibliographic Data
| ID | 21446339 |
|---|---|
| Authors | Genoveva Leví‐Orta (Department of Didactics and School Organization Faculty of Education Universidad Nacional de Educación a Distancia (UNED) Madrid Spain), Luisa Sevillano‐García (Department of Didactics and School Organization Faculty of Education Universidad Nacional de Educación a Distancia (UNED) Madrid Spain), Esteban Vázquez-Cano (0000-0002-6694-7948, Department of Didactics and School Organization Faculty of Education Universidad Nacional de Educación a Distancia (UNED) Madrid Spain, corresponding author) |
| Year | 2020 |
| Volume | 55 |
| Issue | 3 |
| Pages | 441-455 |
| Publication date | 2020-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.12404 |
| OpenAlex | W3034419301 |
| Language | EN |
| Citations received | 4 |
| References cited | 29 |
This article presents an experimental study of the assessment made by university students of their level of digital competence in the use of mobile devices such as smartphones, laptops and tablets. The study was part of an investigation into ubiquitous learning with mobile devices and is based on the analysis of responses from a sample of 203 university students at eleven European and Latin American universities. Participants were asked questions about their performance on a set of digital activities that tested various components of digital competence. The analysis methodology was based on Item Response Theory (IRT). The survey data was analysed by applying a statistical model to represent the probability of obtaining an affirmative answer to each activity proposed. This enabled us to identify the difficulty and discrimination parameters of each activity. As an outcome of the study, measures on latent digital competence in individual participants were articulated. The results allowed us to describe how a number of devices and activities interacted. Understanding these types of interactions is necessary for a continued development of the evaluation of digital competence in students
Competence (human resources) · Developmental psychology · Item response theory · Mathematics education · Mobile device · Multimedia · Psychometrics · Statistical analysis · Statistics · World Wide Web · Computer Science · Digital literacy in education · Gender and Technology in Education · Impact of Technology on Adolescents · Mathematics · Psychology · Social Psychology
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| Citations per year | 0.8 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |