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Título
Theoretical Models Explaining the Level of Digital Competence in Students
Autor(es)
Materia
Basic education
Educational technology
Digital competence
Technical problem solving
Mediation models
Fecha de publicación
2023
Editor
MDPI
Citación
Cabezas-González, M., Casillas-Martín, S., & García-Valcárcel Muñoz-Repiso, A. (2023). Theoretical Models Explaining the level of Digital Competence in Students. Computers, 12(5), 100. https://doi.org/10.3390/computers12050100
Resumen
[EN] In the new global scene, digital skills are a key skill for students to seize new learning
opportunities, train to meet the demands of the labor market, and compete in the global market,
while also communicating effectively in their everyday and academic lives. This article presents
research aimed at relating the impact of personal variables on the digital competence of technical
problem solving in Spanish students from 12 to 14 years old. A quantitative methodology with a
cross-sectional design was employed. A sample of 772 students from 18 Spanish educational
institutions was used. For data collection, an assessment test was designed (ECODIES®) based on a
validated indicator model to evaluate learners’ digital competence (INCODIES®), taking as a model
the European framework for the development of digital competence. Mediation models were used
and theoretical reference models were created. The results allowed us to verify the influence of
personal, technology use, and attitudinal variables in the improvement of digital skill in technical
problem solving. The findings lead to the conclusion that gender, acquisition of digital devices, and
regular use do not determine a better level of competence.
URI
DOI
10.3390/computers12050100
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