Technical digital literacy measured with authentic software applications is not a unidimensional construct; a four-dimensional exploratory MIRT model fits best¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Unidimensional IRT models did not fit the ILPA technical DL data, whereas a four-dimensional exploratory MIRT model provided the best acceptable fit for P5, S2 and total samples. → Frank Reichert 2020

Evidence¶

Frank Reichert 2020¶

Frank Reichert, Nancy W. Y. Law, Gary K. W. Wong, Jimmy de la Torre. (2020). Exploring the structure of digital literacy competence assessed with authentic software applications. Education Tech Research Dev, 68, 2991–3013. https://doi.org/10.1007/s11423-020-09825-x

q2 · i? · associational · r2

Secondary IRT analysis of the ILPA technical DL assessment (830 P5 and 823 S2 students, tasks in authentic Office applications), reported in Results: unidimensional models "did not fit the data well"; the four-dimensional MIRT model was best (Table 4).

"However, these measurement models did not fit the data well (see Table 4): technical DL as measured in ILPA was apparently not a unidimensional construct but may be comprised of several dimensions."

Frank Reichert 2020 (2)¶

Frank Reichert, Nancy W. Y. Law, Gary K. W. Wong, Jimmy de la Torre. (2020). Exploring the structure of digital literacy competence assessed with authentic software applications. Education Tech Research Dev, 68, 2991–3013. https://doi.org/10.1007/s11423-020-09825-x

q2 · i? · associational · r2

Exploratory MIRT model comparison in Results across P5, S2 and total samples: the "four-dimensional exploratory MIRT model provided the best and acceptable model-data fit", with dimensions interpretable from item content and tools.

"The four-dimensional exploratory MIRT model provided the best and acceptable model-data fit (rows printed in bold in Table 4) and we concluded that DL as measured in the ILPA study likely tapped four dimensions."

Discussion¶

Related Claims¶

• DL performance comprises a general dimension plus four tool-specific residual dimensions, with the specific dimensions defined by the software applications used — related
• A multidimensional IRT model with simple structure fits testlet-based reading data better than both the general polytomous testlet model and the standard 2PL/GPCM — related
• The same bifactor DL structure holds for primary and secondary students under partial measurement invariance, permitting comparison of performance levels across cohorts — related
• Secondary students outperformed primary students on general DL and online information seeking, but primary students performed slightly better on presentation-related DL — a narrower finding that bears on this claim