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Item Evaluation of Pre-service and In-service Teachers´ Digital Competence in Anhui Province, China(Programa de Doctorado Formación en la Sociedad del Conocimiento, 2023-05-22) Yang, L.With the integration of technologies in education, every country has proposed technology development plans in the educational field and increased investment. China has fully realized that ICT has played a significant role in promoting future educational development and has determined the status of technology development for education from a national strategy. Therefore, it has created great changes in the teachers´ teaching and learning environments. This changing process in education is creating and will continue to create new challenges for teachers' working methods in pedagogical, didactic, and administrative contexts and their specialized knowledge and basic skills. The teacher is the key element in the whole educational process, particularly in educational action for transformation and improvement of education in fostering students' digital skills, specialized knowledge, and basic skills. Under these circumstances, the digital competence of teachers has received world attention that requires developing learning skills and receiving knowledge from various sources available in modern society, producing new demands for understanding and using digital learning opportunities in the educational field. Serval concepts have been used to describe the teachers´ use of ICT, such as teachers´ information literacy, teachers´ digital literacy, teachers´ ICT skills, teachers´ information technology skills, teachers´ ICT competency, and teachers´ digital competence. There is a close connection between these commonly used concepts. However, based on the definition of digital competence, we concluded that digital competence is a boundary concept underpinned by digital literacy, media literacy, information, and data literacy. Hence, the concept of digital competence is used for describing the use of ICT in the present study because it offers a more comprehensive view of the use of technology. Many nations and organizations have set considerable demands concerning teachers´ digital competence, and the theoretical framework related to teachers´ digital competence has been launched. This study provides a comprehensive overview of the six main national and international frameworks published. There are various Europe-supported frameworks, one China-supported framework, one United States-supported framework, two UNESCO-supported frameworks, as well as A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 of the Sustainable Development Goals. There is an overview of efforts and challenges on teachers' digital competence in China, which provides the starting points for a subject of reflection and analysis of the Chinese teachers' digital competence status. The overview mainly focuses on the main terms used to talk about teachers' use of technology for teaching and learning, the main purposes of the previous studies related to the digital competence of teachers, the main characteristics of the research methods, and the main proposals made to improve the digital competence. This study proposed a diagnostic evaluation from a quantitative paradigm, which used a non-experimental-cross-sectional design. Thus, an ex-post-facto methodology based on survey studies was implemented to assess and analyze Chinese pre-service and in-service teachers' perception of digital competence in Anhui province. Moreover, this quantitative study explores the relationship between sociodemographic factors (age, educational degree level, ICT courses, years of teaching experience) and their digital competence level. The results of this study firstly demonstrated that both pre-service and in-service teachers in Anhui province have an excellent perception of digital competence in the three measured areas. Secondly, factors such as age, years of teaching, and educational background influence pre-and in-service teachers’ digital competence. Finally, our primary recommendation for improving Chinese teachers´ digital competence is teachers’ training. After the theoretical support for pre-service and in-service K-12 teacher training was investigated, the training program was designed. Five clear strategies on excellence or best practice for teacher training integrated approach to improving Chinese teacher training: 1). teacher educators as role models; 2). scaffolding of authentic technology experiences; 3). learning instructional design with technology; 4). the reflection on the role of technology in education; and 5). the training modality. The 3rd edition of the UNESCO ICT Competency Framework for Teachers was selected as the framework used. The training program is divided into five training modules depending on the different levels of digital competence of the population. The formative assessment with 12 practices was designed for the training program, as well as the summative assessment.Item e-Learning quality assessment in higher education: A mapping study(ACM, 2020-10-21) Ortiz-López, A.; Olmos-Migueláñez, S.; Sánchez-Prieto, J. C.Quality assessment is today a success factor and a guarantee in the implementation and development of countless initiatives, programs and strategies in a very wide variety of fields. For this reason, in an educational field in a constant transformation, the evaluation of the quality of each process, phase and tool must be understood as an essential and basic part in teaching, betting on the implementation of quality evaluation processes in the virtual environment and also trying to adapt reality to new learning environments. In the present moment, in a society in which everything has to be evaluated, the establishment of evaluation standards for new instruments and the standardization of accepted and validated processes will also make virtual teaching-learning environments more reliable and effective. This research proposes a mapping study with the aim to find out the situation in which the research on quality evaluation in e-Learning in higher education finds itself. The criteria used for the selection of publications are concise and the complete process carried out is reflected in each of its phases. The results allow us to describe the current reality in a temporal perspective and the state of the art, in order to address the potential future lines of research in the field of quality assessment in virtual environments.Item AI-Driven Assessment of Students: Current Uses and Research Trends(Springer, 2020-07-19) Sánchez-Prieto, J. C.; Gamazo, A.; Cruz-Benito, J.; Therón, R.; García-Peñalvo, F. J.During the last decade, the use of AIs is being incorporated into the educational field whether to support the analysis of human behavior in teaching-learning contexts, as didactic resource combined with other technologies or as a tool for the assessment of the students. This proposal presents a Systematic Literature Review and mapping study on the use of AIs for the assessment of students that aims to provide a general overview of the state of the art and identify the current areas of research by answering 6 research questions related with the evolution of the field, and the geographic and thematic distribution of the studies. As a result of the selection process this study identified 20 papers focused on the research topic in the repositories SCOPUS and Web of Science from an initial amount of 129. The analysis of the papers allowed the identification of three main thematic categories: assessment of student behaviors, assessment of student sentiments and assessment of student achievement as well as several gaps in the literature and future research lines addressed in the discussion.Item Assessed by Machines: Development of a TAM-Based Tool to Measure AI-based Assessment Acceptance Among Students(2020-12-05) Sánchez-Prieto, J. C.; Cruz-Benito, J.; Therón, R.; García-Peñalvo, F. J.In recent years, the use of more and more technology in education has been a trend. The shift of traditional learning procedures into more online and tech-ish approaches has contributed to a context that can favor integrating Artificial-Intelligence-based or algorithm-based assessment of learning. Even more, with the current acceleration because of the COVID-19 pandemic, more and more learning processes are becoming online and are incorporating technologies related to automatize assessment or help instructors in the process. While we are in an initial stage of that integration, it is the moment to reflect on the students' perceptions of being assessed by a non-conscious software entity like a machine learning model or any other artificial intelligence application. As a result of the paper, we present a TAM-based model and a ready-to-use instrument based on five aspects concerning understanding technology adoption like the AI-based assessment on education. These aspects are perceived usefulness, perceived ease of use, attitude towards use, behavioral intention, and actual use. The paper's outcomes can be relevant to the research community since there is a lack of this kind of proposal in the literature.Item Valoración y evaluación de los Aprendizajes Basados en Juegos (GBL) en contextos e-learning(Ediciones Universidad de Salamanca, 2018-12-31) Torres-Toukoumidis, Á.; Ramírez-Montoya, M. S.; Romero-Rodríguez, L. M.El uso de la gamificación en el sector educativo y específicamente en ambientes e-learning ha tenido un incremento exponencial a partir de 2014. En la actualidad coexisten más de 10.000 aplicaciones móviles (apps) que entremezclan el diseño instruccional, los contenidos educativos y elementos lúdicos de interacción. Sin embargo, no existe un consenso en la comunidad científica acerca de la forma de evaluar y valorar los Aprendizajes Basados en Juegos (GBL) de estas plataformas. La presente investigación tiene por objeto aplicar el Modelo Teórico Integrado de Gamificación en Ambientes E-Learning (E-MIGA) a las 10 apps con mayor número de descargas de la AppStore (iOS) y de la PlayStore (Android), a través de un juicio de 30 expertos en materia de e-learning y gamificación, para transformar dicho modelo teórico en un instrumento de dimensiones e indicadores cuantificable. Posteriormente se aplica una prueba piloto con las puntuaciones extraídas del juicio de expertos a dichas apps. Se colige del test que ninguna de las aplicaciones móviles de educación analizadas ha recibido un puntaje óptimo de 62 puntos, aunque varias de ellas como Memrise, Kahoot y Duolingo cumplen cabalmente con el 72% de los valores expuestos por los indicadores.