Higher education students' digital competence has a positive effect on their digital informal learning¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the same SEM model, students' digital competence positively and significantly predicted their engagement in digital informal learning. → Mehrvarz 2021

Evidence¶

Mehrvarz 2021¶

Mehrvarz, Mahboobe; Heidari, Elham; Farrokhnia, Mohammadreza; Noroozi, Omid. (2021). The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance. Computers & Education 167 (2021) 104184. https://doi.org/10.1016/j.compedu.2021.104184

q2 · i? · associational · r2

Structural model analysis (AMOS SEM) of 319 Shiraz University students testing H2, the digital-competence-to-DIL path. The printed path coefficient "β = 0.59, p = 0.0001" is an unstandardised regression coefficient, so no standardised effect size is reported.

"The findings also showed that increasing students' digital competence had a positive and significant effect on increasing DIL (β = 0.59, p = 0.0001), which confirms the second hypothesis (i.e., H2)."

Discussion¶

Related Claims¶

• Higher digital competence is positively associated with students' digital informal learning and academic engagement — possibly the same claim (merge candidate)
• Higher education students' digital competence has a positive effect on their academic performance — related
• Digital informal learning has a positive effect on higher education students' academic performance in a cross-sectional SEM study — related
• Higher education teachers' digital competence positively and significantly correlates with their work engagement and effort expectancy — related
• The hypothesised three-variable structural model fits the survey data well across printed fit indices — related