ICT Engagement in Learning Environments

Goldhammer, Frank; Gniewosz, Gabriela; Zylka, Johannes

doi:10.1007/978-3-319-45357-6_13

Cited by 34 publications

(23 citation statements)

References 51 publications

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“…To some extent, the ICT motivation inventory can be perceived as an adaptation and extension of the MMA. Both constructs are based on self‐determination and self‐regulation theory (Goldhammer, et al , ). Janneck et al () presented a computer‐related self‐concept model as a basis for understanding computer‐related attitudes, emotions and behaviors.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This ICT engagement model was used in the PISA 2015 survey. Goldhammer, Gniewosz, and Zylka () pointed out that the ICT engagement in the PISA 2015 study reflected how students possessed both ICT knowledge and skills and used them both in a self‐determined way. The PISA 2015 ICT engagement model on a cognitive‐motivational level comprised four dimensions, fully defined earlier in this paper: ICT interest, perceived ICT competence, perceived autonomy of ICT use, and ICT in social interaction.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Students participating in the PISA 2015 data collection were required to fill out a number of questionnaires, including an information and communication technology (ICT) familiarity questionnaire involving ICT engagement and other ICT‐related information The four‐dimensional ICT engagement questionnaire, developed by PISA 2015 officials, was based on self‐determination and self‐regulation learning theories (Goldhammer, Gniewosz, & Zylka, ). Self‐determination theory, according to Deci and Ryan (), holds that both intrinsic and extrinsic motivation provides the basis of self‐determined behaviors.…”

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confidence: 99%

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Measurement invariance of the ICT engagement construct and its association with students’ performance in China and Germany: Evidence from PISA 2015 data

Meng¹,

Qiu²,

Boyd‐Wilson³

2018

Brit J Educational Tech

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The present study investigated the factor structure of and measurement invariance in the information and communication technology (ICT) engagement construct, and the relationship between ICT engagement and students’ performance on science, mathematics and reading in China and Germany. Samples were derived from the Programme for International Student Assessment (PISA) 2015 survey. Configural, metric and scalar equivalence were found in a multigroup exploratory structural equation model. In the regression model, a significantly positive association between interest in ICT and student achievement was found in China, in contrast to a significantly negative association in Germany. All achievement scores were negatively and significantly correlated with perceived ICT competence scores in China, whereas science and mathematics achievement scores were not predicted by scores on ICT competence in Germany. Similar patterns were found in China and Germany in terms of perceived autonomy in using ICT and social relatedness in using ICT to predict students’ achievement. The implications of all the findings were discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

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Measurement invariance of the ICT engagement construct and its association with students’ performance in China and Germany: Evidence from PISA 2015 data

Meng¹,

Qiu²,

Boyd‐Wilson³

2018

Brit J Educational Tech

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“…A plethora of studies highlight the role of digital skills as drivers for well-being in Youth. ICTs promote well-being facilitating informal learning, building digital identities, improving competences required at the workplace or promoting meta-social skills, among others (e.g., Sánchez-Navarro and Aranda, 2013;Goldhammer et al, 2016;Martinovic et al, 2019). Additionally, identity is built during the transition to adulthood and digital skills can perform a crucial role in this process.…”

Section: Introductionmentioning

confidence: 99%

Social Networking Sites and Youth Transition: The Use of Facebook and Personal Well-Being of Social Work Young Graduates

et al. 2020

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Research on youth transitions, and the well-being of young people, has to take into consideration the digital context in which they are immersed. Digital interaction of young people increase year by year, social networking sites play a key role in their personal and professional relationships, and a very high percentage of jobs require digital skills. According to Eurostat (2019), participating on social networking sites (one of the most common online activities in the EU-28), is growing every year [more than half (56%) of individuals aged 16-74 used the internet for social networking sites], and this percentage increases among the younger generations. In this article, we present the results of our research on the digital skills and well-being of young people on Facebook, based on a survey with a sample of 126 young people graduated from the University of Málaga (School of Social Work) (Spain). Based on certain scales, the level of digital skills that students have on Facebook was measured, considering strategic aspects for information search, level of use and presence of Facebook in life, maintenance of relations and tolerance to diversity. Variables of psychosocial well-being were also measured (social capital, self-esteem, life satisfaction, and personal wellbeing). Variables of digital skills on Facebook were subsequently related to well-being variables. Results show that certain digital skills relate to the well-being of young people. In this sense, we deem it crucial to develop education policies that could provide young graduates with general digital skills to be used on social networking sites.

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“…Students have reported that teachers do not offer adequate support in using digital technologies (Heerwegh et al 2016). While informal self-study can reflect an extensive use of various digital technologies for learning (Nouri 2018), several recent studies have concluded that if teachers do not support students' use of digital technologies for learning, the students may use these tools guided by their own initiative, which has been shown to be less beneficial, or even detrimental, to learning (Aesaert et al 2017;Bergdahl et al 2018a;Goldhammer et al 2016;Hatlevik et al 2015;Hietajärvi et al 2019).…”

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confidence: 99%

Disengagement, engagement and digital skills in technology-enhanced learning

2019

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With the digitalisation of education increasing, the relationship between student engagement in Technology-enhanced Learning (TEL) and digital skills has remained largely unexplored. There is a strong consensus that engagement is necessary for students to succeed in school. We hypothesised that students reporting high and low levels of general engagement display differences in terms of their engagement in TEL, and that students' digital skills correlate with their engagement in and disengagement in TEL, which in turn is related to their learning outcomes. We used statistical tests to explore the relationship between the students' (N = 410) general engagement and engagement in TEL, and investigated how digital skills were related to engagement and disengagement in TEL. We found significant correlations between students' digital skills and engagement in TEL, showing that the possession of high levels of digital skill is related to engagement in TEL. Interestingly, digital skills were not related to disengagement. This suggests that students reporting both high and low levels of digital skills disengage to some extent when learning with technologies. We also identified variables reflecting both engagement and disengagement in TEL that predict student performance as measured via final grades, implying that in order to understand and support students who learn with technologies, a broader understanding of the factors influencing engagement and disengagement is key.

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ICT Engagement in Learning Environments

Cited by 34 publications

References 51 publications

Measurement invariance of the ICT engagement construct and its association with students’ performance in China and Germany: Evidence from PISA 2015 data

Measurement invariance of the ICT engagement construct and its association with students’ performance in China and Germany: Evidence from PISA 2015 data

Social Networking Sites and Youth Transition: The Use of Facebook and Personal Well-Being of Social Work Young Graduates

Disengagement, engagement and digital skills in technology-enhanced learning

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