Digital informal learning has a positive effect on higher education students' academic performance in a cross-sectional SEM study¶

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 a SEM analysis of survey data from 319 Shiraz University students, digital informal learning positively predicted students' academic performance. → 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

Cross-sectional survey SEM analysis (AMOS) of 319 students at Shiraz University, Iran, testing H1. The article prints the DIL-to-performance path as "(β = 24, p = 0.0001)", an unstandardised coefficient with no standardised effect size, so no effect magnitude can be coded.

"The findings indicated that increasing DIL had a positive effect on improving students' academic performance (β = 24, p = 0.0001), which confirmed our first research hypothesis (i.e., H1)."

Discussion¶

Related Claims¶

• Higher digital competence is positively associated with students' digital informal learning and academic engagement — related
• Higher education students' digital competence has a positive effect on their academic performance — related
• Higher education students' digital competence has a positive effect on their digital informal learning — related
• The hypothesised three-variable structural model fits the survey data well across printed fit indices — related