Analysis of predisposition in levels of individual digital competence among Spanish university students

Niurka Guevara-Otero; Elena Cuevas-Molano; Esteban Vázquez-Cano; Eloy López-Meneses

doi:10.30935/cedtech/13420

Niurka Guevara-Otero ¹, Elena Cuevas-Molano ² ^* , Esteban Vázquez-Cano ³, Eloy López-Meneses ⁴

More Detail

CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep451

https://doi.org/10.30935/cedtech/13420

Submitted: 26 March 2023, Published Online: 19 June 2023

OPEN ACCESS 1917 Views 1126 Downloads

Download Full Text (PDF)

Abstract

The objective of this study was to identify university student profiles with different levels of predisposition and usage of digital competences in social communication and collaborative learning (CSCCL) as well as technology use in information search and treatment (CSTI). The sample comprised 383 students from three state universities in Spain. The study employed a questionnaire called “basic digital competences 2.0 in university students” (COBADI). Chi-squared automatic interaction detection (CHAID) algorithm was used for data analysis due to its capability to handle both quantitative and qualitative variables, enabling profiling and the generation of predictive models with easily interpretable graphical representations (decision trees). The results revealed a high level of digital competence in socialization and execution of tasks online, managing digital tools for planning study time, and using resources for information searching and browsing. These findings align with previous works on collaborative writing on the Internet and digital competence. However, students demonstrated low digital competence in data analysis processes and image production using social software apps, which has been linked to task complexity and heavy workload in other studies. Interestingly, the students’ sociodemographic characteristics (age, sex, and university attended) did not influence their predisposition towards the analyzed digital competences. In conclusion, enhancing effective digital teaching in higher education can be achieved by incorporating the teaching of critical analysis of information, addressing information overload, providing instruction on social software apps, and emphasizing collaborative learning. These strategies aim to help students acquire and apply knowledge relevant to the current job market.

Keywords: digital competence, university, collaborative learning, social communication, ICT, CHAID algorithm

References

Alderete, M. V., & Formichella, M. M. (2016). Efecto de las TIC en el rendimiento educativo: El Programa Conectar Igualdad en la Argentina [Effect of ICTs on educational performance: The Connect Equality Program in Argentina]. Cepal Review, 2016(119), 89-107. https://doi.org/10.18356/c7045fd1-es
Al-Husban, N. A. (2020). Critical thinking skills in asynchronous discussion forums: A case study. International Journal of Technology in Education, 3(2), 82-91. https://doi.org/10.46328/ijte.v3i2.22
Alkinani, E. A., & Alzahrani, A. I. A. (2021). Evaluating the usability and effectiveness of Madrasati platforms as a learning management system in Saudi Arabia for public education. IJCSNS International Journal of Computer Science and Network Security, 21(6), 275-285. https://doi.org/10.22937/IJCSNS.2021.21.6.36
Alt, D. (2017). Constructivist learning and openness to diversity and challenge in higher education environments. Learning Environments Research, 20(1), 99-119. https://doi.org/10.1007/s10984-016-9223-8
Ariebowo, T. (2021). Autonomous learning during COVID-19 pandemic: Students’ objectives and preferences. Journal of Foreign Language Teaching and Learning, 6(1), 56-77. https://doi.org/10.18196/ftl.v6i1.10079
Barlow-Jones, G., & van der Westhuizen, D. (2011). Situating the student: Factors contributing to success in an Information Technology course. Educational Studies, 37(3), 303-320. https://doi.org/10.1080/03055698.2010.506329
Blanco, Á. B., Muñoz, I. A., Molina, E. C., De Miguel, C. R., & Casas, E. E. (2017). Applications of hierarchical segmentation in measurement and evaluation of educational programs. Examples with a financial education program. Educación XX1, 20(2), 235-257. https://doi.org/10.5944/educXX1.14464
Brodahl, C., Hadjerrouit, S., & Kristian Hansen, N. (2011). Collaborative writing with Web 2.0 technologies: Education students’ perceptions. Journal of Information Technology Education: Innovations in Practice, 10, 73-103. https://doi.org/10.28945/1384
Byeon, H. (2017). Chi-square automatic interaction detection modeling for predicting depression in multicultural female students. International Journal of Advanced Computer Science and Applications, 8(12), 179-183. https://doi.org/10.14569/ijacsa.2017.081222
Cabero-Almenara, J., Gutiérrez-Castillo, J. J., Palacios-Rodríguez, A., & Barroso-Osuna, J. (2020). Development of the teacher digital competence validation of DigCompEdu check-in questionnaire in the University context of Andalusia (Spain). Sustainability, 12(15), 6094. https://doi.org/10.3390/su12156094
Cabezas González, M., Casillas Martín, S., Sanches-Ferreira, M., & Teixeira Diogo, F. L. (2017). Do gender and age affect the level of digital competence? A study with university students. Fonseca, Journal of Communication, 15(15), 115-132. https://doi.org/10.14201/fjc201715109125
Çebi, A., & Reisoglu, I. (2020). Digital competence: A study from the perspective of pre-service teachers in Turkey. Journal of New Approaches in Educational Research, 9(2), 294-308. https://doi.org/10.7821/naer.2020.7.583
Chang, C., & Aytenew, G. (2021). Facing challenges of COVID-19: The perspective of China and Ethiopia educational institutions. Journal of Education, Teaching and Learning, 6(1), 62-69. https://doi.org/10.26737/jetl.v6i1.2288
Christopoulos, A., & Sprangers, P. (2021). Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions. Cogent Education, 8(1), 1964690. https://doi.org/10.1080/2331186X.2021.1964690
Cox, M. J., & Marshall, G. (2007). Effects of ICT: Do we know what we should know? Education and Information Technologies, 12(2), 59-70. https://doi.org/10.1007/s10639-007-9032-x
Cózar, R., & Roblizo, M. J. (2014). La competencia digital en la formación de los futuros maestros: percepciones de los alumnos de los Grados de Maestro de la Facultad de Educación de Albacete [Digital competence in the training of future teachers: perceptions of the students of the Teacher Degrees of the Faculty of Education of Albacete]. RELATEC Revista Latinoamericana de Tecnología Educativa, 13(2), 119-133. https://doi.org/10.17398/1695-288X.13.2.119
Csordás, A. (2020). Diversifying effect of digital competence. Agris On-Line Papers in Economics and Informatics, 12(1), 3-13. https://doi.org/10.7160/aol.2020.120101
Dikilitaş, K., & Yayli, D. (2018). Teachers’ professional identity development through action research. ELT Journal, 72(4), 415-424. https://doi.org/10.1093/elt/ccy027
Flores-Vivar, J. M., & García-Peñalvo, F. J. (2023). Reflections on the ethics, potential, and challenges of artificial intelligence in the framework of quality education (SDG4). Comunicar, 30(74), 37-47. https://doi.org/10.3916/C74-2023-03
Fraile, M. N., Peñalva-Vélez, A., & Lacambra, A. M. M. (2018). Development of digital competence in secondary education teachers’ training. Education Sciences, 8(3), 104. https://doi.org/10.3390/educsci8030104
Gabarda Méndez, V., Rodríguez Martín, A., & Moreno Rodríguez, M. D. (2017). La competencia digital en estudiantes de magisterio. Análisis competencial y percepción personal del futuro maestro [Digital competence in student teachers. Competency analysis and personal perception of the future teacher]. Educatio Siglo XXI, 35(2 Julio), 253-274. https://doi.org/10.6018/j/298601
Galindo-Domínguez, H., & Bezanilla, M. J. (2021). Digital competence in the training of pre-service teachers: Perceptions of students in the degrees of early childhood education and primary education. Journal of Digital Learning in Teacher Education, 37(4), 262-278. https://doi.org/10.1080/21532974.2021.1934757
García-Peñalvo, F. J. (2023). The perception of artificial intelligence in educational contexts after the launch of ChatGPT: Disruption or panic? Education in the Knowledge Society, 24, e31279. https://doi.org/10.14201/eks.31279
Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompedu): Development and evaluation of a self-assessment instrument for teachers’ digital competence. CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education, 1, 541-548. https://doi.org/10.5220/0007679005410548
Gil-Juarez, A., Vitores, A., Feliu, J., & Vall-Llovera, M. (2011). Brecha digital de género: Una revisión y una propuesta [Digital gender gap: A review and a proposal]. Education in the Knowledge Society, 12(2), 25-53. https://doi.org/10.14201/eks.8272
Gnambs, T. (2021). The development of gender differences in information and communication technology (ICT) literacy in middle adolescence. Computers in Human Behavior, 114, 106533. https://doi.org/10.1016/j.chb.2020.106533
Gobel, P., & Kano, M. (2013). Student and teacher use of technology at the university level. IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2013, 17-24. https://files.eric.ed.gov/fulltext/ED562107.pdf
Guillen-Gamez, F. D., Mayorga-Fernández, M. J., & Del Moral, M. T. (2020). Comparative research in the digital competence of the pre-service education teacher: Face-to-face vs blended education and gender. Journal of E-Learning and Knowledge Society, 16(3), 1-9. https://doi.org/10.20368/1971-8829/1135214
Gutiérrez-Ángel, N., Sánchez-García, J.-N., Mercader-Rubio, I., García-Martín, J., & Brito-Costa, S. (2022). Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021. Frontiers in Psychology, 13, 896800. https://doi.org/10.3389/fpsyg.2022.896800
Hämäläinen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., & Taajamo, M. (2021). Understanding teaching professionals’ digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? Computers in Human Behavior, 117, 106672. https://doi.org/10.1016/j.chb.2020.106672
Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students’ perceptions of the benefits of online social networking use for teaching and learning. Internet and Higher Education, 26, 1-9. https://doi.org/10.1016/j.iheduc.2015.02.004
Hernàndez, H. A., & Pascual Barrera, A. E. (2018). Validation of a research instrument for the design of a self-assessment methodology for the environmental management system. Revista de Investigación Agraria y Ambiental, 9(1), 157-163. https://doi.org/10.22490/21456453.2186
Kajee, L., & Balfour, R. (2011). Students’ access to digital literacy at a South African university: Privilege and marginalisation. Southern African Linguistics and Applied Language Studies, 29(2), 187-196. https://doi.org/10.2989/16073614.2011.633365
Kass, G. V. (1980). An exploratory technique for investigating large quantities of categorical data. Applied Statistics, 29(2), 119-127. https://doi.org/10.2307/2986296
Kyndt, E., Berghmans, I., Dochy, F., & Bulckens, L. (2014). “Time is not enough.” Workload in higher education: A student perspective. Higher Education Research and Development, 33(4), 684-698. https://doi.org/10.1080/07294360.2013.863839
Lee, J., & Bonk, C. J. (2016). Social network analysis of peer relationships and online interactions in a blended class using blogs. Internet and Higher Education, 28, 35-44. https://doi.org/10.1016/j.iheduc.2015.09.001
Lee, L. (2017). Learners’ perceptions of the effectiveness of blogging for L2 writing in fully online language courses. International Journal of Computer-Assisted Language Learning and Teaching, 7(1), 19-33. https://doi.org/10.4018/IJCALLT.2017010102
Liesa Orús, M., Vázquez-Toledo, S., & Lloret-Gazo, J. (2016). Identificación de las fortalezas y debilidades de la competencia digital en el uso de aplicaciones de internet del alumno de primer curso del Grado de Magisterio [Identification of the strengths and weaknesses of digital competence in the use of Internet applications by the first-year student of the Teaching Degree]. Revista Complutense de Educacion, 27(2), 845-862. https://doi.org/10.5209/rev_RCED.2016.v27.n2.48409
Liyanagunawardena, T. R., Adams, A. A., Rassool, N., & Williams, S. A. (2014). Developing government policies for distance education: Lessons learnt from two Sri Lankan case studies. International Review of Education, 60(6), 821-839. https://doi.org/10.1007/s11159-014-9442-0
Lizasoain, L., Joarasti, L., Santiago, C., Lukas, J. F., Moyano, N., Sedano, M., & Munárriz, B. (2003). El uso de las técnicas de segmentación en la evaluación del rendimiento en lenguas. Un estudio en la Comunidad Autónoma Vasca [The use of segmentation techniques in the evaluation of performance in languages. A study in the Basque Autonomous Community]. Revista de Investigación Educativa, 21(1), 93-111. https://revistas.um.es/rie/article/view/99101/94691
López-Martín, E., Expósito-Casas, E., Molina, E. C., & Muñoz, I. A. (2018). What does PISA tell us about the teaching and learning of sciences? An approach through decision trees. Revista de Educacion, 382, 133-161. https://doi.org/10.4438/1988-592X-RE-2018-382-395
López-Meneses, E., Sirignano, F. M., Vázquez-Cano, E., & Ramírez-Hurtado, J. M. (2020). University students’ digital competence in three areas of the DigCom 2.1 model: A comparative study at three European universities. Australasian Journal of Educational Technology, 36(3), 69-88. https://doi.org/10.14742/ajet.5583
Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers’ digital competence and personal and contextual factors: What matters most? Computers and Education, 160, 104052. https://doi.org/10.1016/j.compedu.2020.104052
Park, H., Kim, H. S., & Park, H. W. (2021). A scientometric study of digital literacy, ict literacy, information literacy, and media literacy. Journal of Data and Information Science, 6(2), 116-138. https://doi.org/10.2478/jdis-2021-0001
Mehrvarz, M., Heidari, E., Farrokhnia, M., & Noroozi, O. (2021). The mediating role of digital informal learning in the relationship between students’ digital competency and their academic performance. Computers and Education, 167, 104184. https://doi.org/10.1016/j.compedu.2021.104184
Mesároš, F., & Mesároš, P. (2010). Digital competencies in process of creating the knowledge company in construction sector [Paper presentation]. In 2010 - 27th International Symposium on Automation and Robotics in Construction, ISARC 2010 (pp. 544-550). https://doi.org/10.22260/isarc2010/0058
Moreno, A., Fernández, M., & Alonso, S. (2019). Influencia del género en la competencia digital docente [Influence of gender on teacher digital competence]. Revista Espacios, 40(41). https://www.revistaespacios.com/a19v40n41/19404130.html
OECD. (2018). The future of education and skills: Education 2030. The future we want. OECD Publishing. https://www.oecd.org/education/2030-project/
Onoja, A. A., Babasola, O. L., & Ojiambo, V. (2018). Chi-square automatic interaction detection modeling of the effects of social media networks on students’ academic performance. Journal of Business and Management, 20(7), 43-51. https://doi.org/10.9790/487X-2007024351
Ozdamar-keskin, N., Ozata, F. Z., Banar, K., & Royle, K. (2015). Examining digital literacy competences and learning habits of open and distance learners, contemporary educational technology examining digital literacy competences and learning habits of open and distance learners. Contemporary Educational Technology, 6(1), 74-90. https://doi.org/10.30935/cedtech/6140
Pascual, E. C., Vargas, J. J. T., & Buitrago, H. C. (2017). Deciphering the curriculum through ICT: An interactive vision on the digital competences of students of Sports Science and Physical Activity. Revista de Humanidades, 31, 195-214. https://doi.org/10.5944/rdh.31.2017
Richard’s, M. M., Solanas, A., Ledesma, R. D., Introzzi, I. M., & López Ramón, M. F. (2008). Classification statistical techniques: an applied and comparative study. Psicothema, 20(4), 863-871. http://europepmc.org/abstract/MED/18940096
Rodríguez-Muñiz, L. J., Burón, D., Aguilar-González, Á., & Muñiz-Rodríguez, L. (2021). Secondary mathematics teachers’ perception of their readiness for emergency remote teaching during the covid-19 pandemic: A case study. Education Sciences, 11(5), 228. https://doi.org/10.3390/educsci11050228
Sánchez-Caballé, A., Gisbert-Cervera, M., & Esteve-Mon, F. (2020). The digital competence of university students: A systematic literature review. Aloma, 38(1), 63-74. https://doi.org/10.51698/aloma.2020.38.1.63-74
Scully, D., Lehane, P., & Scully, C. (2021). ‘It is no longer scary’: digital learning before and during the Covid-19 pandemic in Irish secondary schools. Technology, Pedagogy and Education, 30(1), 159-181. https://doi.org/10.1080/1475939X.2020.1854844
Siddiq, F., & Scherer, R. (2019). Is there a gender gap? A meta-analysis of the gender differences in students’ ICT literacy. Educational Research Review, 27, 205-217. https://doi.org/10.1016/j.edurev.2019.03.007
Soffer, T., & Nachmias, R. (2018). Effectiveness of learning in online academic courses compared with face-to-face courses in higher education. Journal of Computer Assisted Learning, 34(5), 534-543. https://doi.org/10.1111/jcal.12258
Sumardi, D., Suryani, N., & Musadad, A. A. (2021). Website-based learning management system (LMS) As a tool for learning in the COVID-19 pandemic period for Junior high schools. Journal of Education Technology, 5(3), 346-355. https://doi.org/10.23887/jet.v5i3.38371
Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers and Education, 107, 113-126. https://doi.org/10.1016/j.compedu.2017.01.003
Tømte, C. E. (2015). Educating teachers for the New Millennium? Teacher training, ICT and digital competence. Nordic Journal of Digital Literacy, 138-154. https://doi.org/10.18261/issn1891-943x-2015-jubileumsnummer-10
Vázquez-Cano, E., Meneses, E. L., & García-Garzón, E. (2017). Differences in basic digital competences between male and female university students of Social Sciences in Spain. International Journal of Educational Technology in Higher Education, 14, 1-16. https://doi.org/10.1186/s41239-017-0065-y
Vázquez-Cano, E., Mengual-Andrés, S., & López-Meneses, E. (2021). Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments. International Journal of Educational Technology in Higher Education, 18(01), 1-20. https://doi.org/10.1186/s41239-021-00269-8
Vega-Gea, E., Calmaestra, J., & Ortega-Ruiz, R. (2021). Percepción docente Del uso de las TIC en la educación inclusive [Teacher perception of the use of ICT in inclusive education]. Pixel-Bit, Revista de Medios y Educación, 62, 235-268. https://doi.org/10.12795/pixelbit.90323
Venkatesh, V., Rabah, J., Fusaro, M., Couture, A., Varela, W., & Alexander, K. (2016). Factors impacting university instructors’ and students’ perceptions of course effectiveness and technology integration in the age of web 2.0. McGill Journal of Education, 51(1), 533-561. https://doi.org/10.7202/1037358ar
Wild, S., & Schulze Heuling, L. (2020). How do the digital competences of students in vocational schools differ from those of students in cooperative higher education institutions in Germany? Empirical Research in Vocational Education and Training, 12(1), 1-18. https://doi.org/10.1186/s40461-020-00091-y
Wolters, C. A., & Brady, A. C. (2021). College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 33(4), 1319-1351. https://doi.org/10.1007/s10648-020-09519-z
Zhao, Y., Sánchez Gómez, M. C., Pinto Llorente, A. M., & Zhao, L. (2021). Digital competence in higher education: Students’ perception and personal factors. Sustainability, 13(21), 12184. https://doi.org/10.3390/su132112184

Citation

Guevara-Otero, N., Cuevas-Molano, E., Vázquez-Cano, E., & López-Meneses, E. (2023). Analysis of predisposition in levels of individual digital competence among Spanish university students. Contemporary Educational Technology, 15(4), ep451. https://doi.org/10.30935/cedtech/13420

Guevara-Otero, N., Cuevas-Molano, E., Vázquez-Cano, E., and López-Meneses, E. (2023). Analysis of predisposition in levels of individual digital competence among Spanish university students. Contemporary Educational Technology, 15(4), ep451. https://doi.org/10.30935/cedtech/13420

Guevara-Otero N, Cuevas-Molano E, Vázquez-Cano E, López-Meneses E. Analysis of predisposition in levels of individual digital competence among Spanish university students. CONT ED TECHNOLOGY. 2023;15(4), ep451. https://doi.org/10.30935/cedtech/13420

Guevara-Otero, Niurka, Elena Cuevas-Molano, Esteban Vázquez-Cano, and Eloy López-Meneses. "Analysis of predisposition in levels of individual digital competence among Spanish university students". Contemporary Educational Technology 2023 15 no. 4 (2023): ep451. https://doi.org/10.30935/cedtech/13420

Guevara-Otero, Niurka et al. "Analysis of predisposition in levels of individual digital competence among Spanish university students". Contemporary Educational Technology, vol. 15, no. 4, 2023, ep451. https://doi.org/10.30935/cedtech/13420

Guevara-Otero N, Cuevas-Molano E, Vázquez-Cano E, López-Meneses E. Analysis of predisposition in levels of individual digital competence among Spanish university students. CONT ED TECHNOLOGY. 2023;15(4):ep451. https://doi.org/10.30935/cedtech/13420