Design and validation of a questionnaire to assess digital skills for research

Perdomo B.; Morales O.A. · Journal of E-Learning and Knowledge Society (2024) · DOI: 10.20368/1971-8829/1136008

Resumen

The fast evolution of technology makes digital competencies mandatories in all professional contexts. The aim was to systematize the design and validation of a questionnaire to measure digital skills for research. The methodology included a literature review to identify the theoretical bases and the dimensions or components of digital skills and the design of the questionnaire. Secondly, its validity was tested through the Content Validity Index (CVI) with the judgment of six experts and the Exploratory Factor Analysis (EFA) with a sample of 96 researchers. Finally, Cronbach’s alpha coefficient test was performed to assess reliability. The Kaiser-Meyer-Olkin (KMO) determined sampling adequacy (KMO= .830) and the analysis showed significant Bartlett's sphericity test (p= .000). The anti-image matrix showed high values except for the first item that did not reach the critical threshold in the communality’s values; so, it was removed. The validity test showed high content validity coefficient (IVC= .98). Regarding the EFA, the six-factor analysis revealed that nine out of the 14 items showed factor loading > 0.7. The reliability test also showed positive results (ɑ=.874). The six dimensions measured with this questionnaire are consistent with the European Framework for Digital Skills and with previous proposals for the study of digital skills in teaching and learning contexts. Also, they match important theories that explain digital skills usefulness in research. In conclusion, this may be a useful instrument in the initial phases of policy planning for strengthening scientific production and closing gaps in digital competencies in universities. © Italian e-Learning Association.

Instituciones: Universidad de Ciencias y Artes de América Latina