Title:
Evaluation of the Perception of Use of a Serious Game to Assess the Digital Competence of Secondary School Students [Baixar]Título:
Evaluación de la Percepción de Uso de un Juego Serio para Evaluar la Competencia Digital del Alumnado de Secundaria [Baixar]Autores/as:
Calderón, Alejandro and Ruiz, Mercedes and Hurtado, Nuria and Orta, Elena and García, Mayte and Gómez-Aguilar, Nieves and Trinidad, Manuel
Índice de termos:
Games;Europe;Training;Serious games;Internet;Information and communication technology;User experience;Self-assessment;digital competence;DigComp;interactive fiction;serious game;user experience;usability
Resumo:
In today’s technological and digital society, education in digital competencies through which students can make critical and safe use of the Information Society Technologies for work, leisure, and communication, is essential. This paper presents a serious game based on interactive fiction for the self-assessment of digital competence according to the DigComp European model. In addition, it describes the evaluation of the perception of use of the serious game to assess the digital competence of secondary school students, in terms of user experience and usability, with the goal to obtain indications of the software quality of the developed digital tool from the point of view of teachers. The obtained results provide positive evidence of the effectiveness of the serious game as a tool for the assessment of students’ digital competence and the motivation of students towards the use of this kind of resource instead of traditional methods. In addition, the teachers’ perception of use of the game highlights the satisfaction and ease of use, as well as the attractiveness and fun that the game offers to the students.
DOI:
Como citar:
Calderón, Alejandro and Ruiz, Mercedes and Hurtado, Nuria and Orta, Elena and García, Mayte and Gómez-Aguilar, Nieves and Trinidad, Manuel, "Evaluation of the Perception of Use of a Serious Game to Assess the Digital Competence of Secondary School Students" in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 19, no. , pp. 81-89, . 2024. doi: 10.1109/RITA.2024.3381846