From: Development and validation of students’ digital competence scale (SDiCoS)
Authors | Method(s) | Software | Scale/components | Target subject/Country |
---|---|---|---|---|
Alarcón et al. (2020) | CB-CFA and correlation analysis | N/A | 8 components-29 items (1) Professional engagement, (2) Digital resources, (3) Teaching and learning, (4) Assessment, (5) Empowering, (6) Facilitating learners’ digital, (7) Digital environment, and (8) Extrinsic digital engagement | Educators/Spain and Latin America |
Peart et al. (2020) | EFA and CB-CFA | N/A | 11 components-59 items (1) Management and use of information and data, (2) Communication skills, (3) Digital content creation, (4) Management and security of information and digital content, (5) Ethics and digital responsibility, (6) Social and political behaviours and attitudes, (7) Digital empathy, (8) Social and digital engagement, (9) Critical thinking, (10) Democratic attitudes, (11) Prosocial behaviour | Young people/Spain, United Kingdom |
Suwanroj et al. (2019) | 2nd order CFA | LISREL 8.72 | 7 components-24 items (1) Fundamental of digital, (2) Accessing digital information, (3) Using digital information, (4) Creating digital information and media, (5) Communicating digital information, (6) Managing digital information, and (7) Evaluating digital information | Undergraduate students/Thailand |
Kong et al. (2019) | EFA and CB-CFA | SPSS 21, AMOS 24 | 4 components-16 items (1) Meaningfulness, (2) impact, (3) Creativity belief, and (4) Competence belief | Primary school pupils/Hong Kong |
Blayone et al. (2018) | Correlation analysis and Cronbach alpha | N/A | 4 components-26 items (1) Technical, (2) communicational, (3) Informational, Computational | Students (higher education)/Georgia and Ukraine |
Kim and Choi (2018) | EFA and CB-CFA | AMOS 23.0 | 5 components-17 items (1) Self-identity in digital environment, (2) Reasonable activity online, (3) Social/cultural engagement, (4) Fluency for the Digital tools, and (5) Ethics for digital environment | Teachers/Korea |
Touron et al. (2018) | 1st and 2nd order CB-CFA | AMOS 23 | 5 components-54 items (1) IT information and literacy information, (2) Communicating and collaborating, (3) Creating digital content, (4) Security, and (5) Troubleshooting | Teachers/Spain |
Kuzminska et al. (2018) | EFA | SPSS | 2 components-18 items (1) Digital competencies as mean of communication, and (2) competencies of professional usage digital resources | Students and teachers (higher education)/Ukraine |
Tondeur et al. (2017) | EFA and CB-CFA | SPSS 21, AMOS 21 | 2 components-19 items (1) Competencies to support pupils for ICT use in class, and (2) Competencies to use ICT for instructional design | Pre-service teachers/Belgium |
Elstad and Christophersen (2017) | CB-SEM CFA | SPSS AMOS 22 | 2 components-16 items (1) Self-efficacy for influencing students’ use of ICT in the service of learning, and (2) Self-efficacy for maintaining discipline | Students and teachers (higher education)/Norway |
Choi et al. (2017) | EFA and CFA | AMOS | 5 components-26 items (1) Internet political activism, (2) Technical skills, (3) Local/global awareness, (4) Critical perspective, and (5) Networking Agency | Students (under and postgraduate)/USA |
Al Khateeb (2017) | EFA and correlation analysis | N/A | 4 components-19 items (1) Procedural competence, (2) Social-digital competence, (3) Digital discourse and (4) Strategic competence | Preservice teachers/Kingdom of Saudi Arabia |
Mengual-Andrés et al. (2016) | Correlation analysis and Cronbach alpha | N/A | 5 components-52 items (1) Technological literacy, (2) Information access and use, (3) Communication and collaboration, (4) Digital citizenship, (5) Creativity and innovation | Students (higher education)/Spain |
Siddiq et al. (2016) | ESEM | MPLUS 7.2 | 3 components-12 items (1) Accessing digital information, (2) Evaluating digital information, (3) sharing and communicating digital information | Teachers (secondary education) / Norway |
Koc and Barut (2016) | EFA and CB-CFA | SPSS | 4 components-35 items (1) Functional consumption, (2) Critical consumption, (3) Functional prosumption, and (4) Critical prosumption | Students (higher education)/Turkey |
van Deursen et al. (2016) | EFA and CB-CFA | AMOS | 5 components-35 items (1) Operational skills, (2) Navigation information skills, (3) Social skills, (4) Creative skills, (5) Mobile skills | General public (students: 16.3%)/UK and Netherlands |
Lee et al. (2015) | EFA and CB-CFA | N/A | 2 components-8 items (1) Participation and distribution, and (2) Creation and production | Students (primary, secondary, and junior college)/Singapore |
Hatlevik et al. (2015) | Correlation analysis and multilevel analysis | SPSS 21 | 5 components-25 items (1) Cultural capital, (2) Language integration, (3) Previous academic achievements, (4) Self-efficacy, and (5) Strategic information use | Secondary students/Norway |
Aesaert et al. (2015) | EFA and SEM-CFA | AMOS 21 | 7 components-94 items (1) Learning motivation, (2) Learning style, (3) Parental ICT attitude, (4) Parental ICT support, (5) Teacher’s ICT attitude, (6) Pupil’s ICT attitude, and (7) ICT self-efficacy | Primary school pupils/Belgium |
Lau and Yuen (2014) | EFA and CB-CFA | AMOS 20.0.0 | 3 components-17 items (1) Information literacy, (2) Internet literacy, and (3) Computer literacy | Secondary school students/Hong Kong |