공과대학 학생들이 인식하는 디지털역량 측정을 위한 검사도구 개발과 타당화 연구
Development and Validation of a Scale to Measure Perceived Digital Competency of Engineering College Students
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The purpose of this study is to develop a framework and a scale to measure perceived digital competency based on learning outcomes at the level of college engineering students. A survey was conducted on 293 engineering students and evidence of the validity and reliability of the scale is presented. As a result, it finds that digital competency can be measured and conceptualized as four domains: Digital literacy, Information and data literacy, Digital contents creation, and Cyber-ethics. It also reveals that freshmen show the lower level of digital competency as compared with other graders, especially in computational thinking, skills about data and information, coding skills, and digital contents creation. On the other hand, female students have strong professional accountabilities in data and a better understanding of digital citizenship. It implies that engineering education necessarily emphasizes the importance of proving digital training to freshmen year curricula and gives opportunities so they can continuously adapt to the changes that occurred by technologies. It is also important to consider teaching a problem skill in data analyzing, transform, visualization, and evaluation, also establish their computational thinking. The scale has been developed can be used to measure college students' learning outcomes and it will provide practical implementations for college engineering education.
Abstract
The purpose of this study is to develop a framework and a scale to measure perceived digital competency based on learning outcomes at the level of college engineering students. A survey was conducted on 293 engineering students and evidence of the validity and reliability of the scale is presented. As a result, it finds that digital competency can be measured and conceptualized as four domains: Digital literacy, Information and data literacy, Digital contents creation, and Cyber-ethics. It also reveals that freshmen show the lower level of digital competency as compared with other graders, especially in computational thinking, skills about data and information, coding skills, and digital contents creation. On the other hand, female students have strong professional accountabilities in data and a better understanding of digital citizenship. It implies that engineering education necessarily emphasizes the importance of proving digital training to freshmen year curricula and gives opportunities so they can continuously adapt to the changes that occurred by technologies. It is also important to consider teaching a problem skill in data analyzing, transform, visualization, and evaluation, also establish their computational thinking. The scale has been developed can be used to measure college students' learning outcomes and it will provide practical implementations for college engineering education.
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