Publications

Now showing 1 - 5 of 5

Filling the gap in K-12 data literacy competence assessment: Design and initial validation of a questionnaire
(Elsevier, 2025-03-01) Donate-Beby, Belén; García-Peñalvo, Francisco José; Amo-Filva, Daniel; Aguayo-Mauri, Sofía
As the integration of AI-powered technologies in education grows, data literacy has become a key competence for educators, shaping their ability to navigate and utilize vast amounts of educational data. This study details the development of the Educators Data Literacy Self-Assessment (EDLSA), a questionnaire designed to assess perceived data literacy among K-12 teachers, focusing on its behavioural implications. The development of the EDLSA was rigorous. It involved an exhaustive qualitative review of frameworks and a pilot test in a teachers' Spanish sample (n = 66) provided relevant insights for refining the instrument. Finally, we conducted a comprehensive statistical analysis, which confirmed the instrument's robust reliability (α = 0.976) in measuring teachers' data management competence. The results of the factorial analysis in piloting primary and secondary education samples led to the readjustment of the proposed dimensions into three categories: comprehensive educational analytics, educational problem-solving through data, and promoting meta-learning students through data and ethical implications. Stemmed from the assessed competencies, the EDLSA instrument provides a comprehensive understanding of the human-computer interaction over data in educational settings. Overall, this self-assessment tool presents robust psychometric properties and a framework definition that paves the way for further development among teachers and researchers.
Data Literacy Questionnaire for Educators Creators
(Grupo GRIAL, 2024-01-03) Donate-Beby, B.; García-Peñalvo, F. J.; Amo-Filvà, D.
This questionnaire emerges within an increasingly digitized education context, driven by the exponential growth of Artificial Intelligence (AI). Generative Artificial Intelligence facilitates educational activities, providing teaching productivity support, critical thinking, and personalized learning. Nevertheless, data literacy is a necessary element for the effective use of AI, as needing more required knowledge would help in selecting the appropriate model for a specific task or understanding the ethical and privacy issues involved in data usage. Thus, the ability to process, organize, analyze, and comprehend data is known as data literacy, enabling the detection of errors in datasets and evaluating the quality and reliability of results generated by AI. Educational data management has significantly improved teaching-learning processes. Given the importance of this advancement, a self-assessment questionnaire on data literacy for Primary and Secondary School teachers is presented. This instrument aims to enhance the development of relevant competencies in data management, effectively providing educators and researchers with an evaluation tool to identify needs and areas for improvement. This report is also available in Spanish.
Pilot study on university students’ opinion about STEM studies at higher education
(ACM, 2020-10-21) Verdugo-Castro, S.; Sánchez-Gómez, M. C.; García-Holgado, A.; Bakieva, M.
The percentages of women enrolled in higher education in the STEM sector are significantly lower than those of men. Overall, gender representation in science, technology, engineering and math-ematics degrees in Europe is not balanced. The Leaky Pipeline phe-nomenon, marked by gender stereotypes, makes the latent gender gap a relevant topic of study. Studies exist on academic performance, self-perception, self-efficacy, outcome expectations; however, study-ing gender stereotypes linked to STEM studies is also essential. It is necessary to know the social and family context in which young people have grown up, as well as their perception of such studies. To study gender stereotypes of university students about STEM studies, a questionnaire has been designed for empirical validation. For the design of the instrument, to be validated, items from other instruments have been taken and adapted to Spanish. After the design of the instrument, an online pilot study has been applied in the University of Salamanca, the University of Valencia and the Polytechnic University of Valencia. A total of 115 people answered the questionnaire. The results of the pilot study reveal that the study sample is not particularly marked by gender stereotypes about gender equality in STEM. Also, the sample is receptive to learning about science and applying it in their lives. On the other hand, the idea that women have to give up their studies and careers to look after their families and children is rejected. The idea that men are more interested in university studies than women is also rejected. At the same time, the sample is aware of the difficulties that women encounter in the STEM sector. Another optimistic point of the results is that there are no alarming data on bad experiences due to gender. In the future, the study will be replicated on a larger scale.
Survey resource based on UTAUT model for acceptance of mobile learning among students and teachers (Portuguese Version) Version 2
(Grupo GRIAL, 2017-08-21) Briz Ponce, Laura; Juanes-Méndez, J. A.; García-Peñalvo, Francisco J.; Pereira, A.
Survey resource based on UTAUT model for acceptance of mobile learning among students and teachers (Portuguese Version) Version 2
Teamwork and BRACO Questionnaire
(Grupo GRIAL, 2017-03-15) Fidalgo-Blanco, Á.; Sein-Echaluce Lacleta, M. L.; García-Peñalvo, F. J.
Teamwork and BRACO Questionnaire

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