Table 4.
Assessment instruments used in the instructional intervention in the reviewed studies.
| Research | Questionnaires-self-reports-rating scales-semantic differential | Wallet physical/virtual | Interviews-Reports | Evaluation of the effects of the intervention | Satisfaction | Comments-Individual-Group |
|---|---|---|---|---|---|---|
| Alfonzo and Batson (2014) | Information literacy assessment scale for education (ILAS-ED) | Observations on student work | Does not specify | Post-evaluation of the competencies from the qualtrics software | Learning and satisfaction for participating students | Significant effects on previous methods of instruction |
| Ata and Yildirim (2019) | Digital literacy scale | Does not specify | Does not specify | The final evaluation confirms the mastery of digital competences | Attitudinal, cognitive and are predictors of digital literacy | Domain alto and positive perceptions of digital literacy |
| Ball (2019) | Article editing of at least 1,500 words of additional content to the article–500–word report detailing the choice of edits made and the approach used | Edited portfolio | Weekly blog through Pebblepad (an electronic portfolio platform), detailing and explaining the work done that week | 1,090 edits in 124 articles, creating six new articles | High capacity for digital editing and publication of content | Mastery and monitoring of competencies after the training course |
| Botturi (2019) | Ad hoc elaborate Likert scale | Does not specify | Follow-up interviews | Greater digital self-efficacy | Critical assessment of obstacles to implementing DML | Ability to integrate DML |
| Campbell and Kapp (2020) | Questionnaires that provide background on participants' biographies, perceptions, and experiences with technology | Reflections - justification of their use of technology - narratives of the difficulties experienced | Video recording, semi-structured - focus group interview | Increasing understanding of digital learning possibilities | Complementary tool and means to participate and not as an intentional remedy | Digital non-competition is a barrier today |
| Carl and Strydom (2017) | Ad hoc elaborate Likert scale | Individual and virtual | Recorded interviews: reflection, training, professional development, and social dimensions of the e-portfolio | Integration of electronic portfolios as tools for reflection | High institutional expectations | Digital growth and development through the use of digital portfolios |
| Domingo-Coscolla et al. (2020) | Ad hoc elaborate Likert scale | Does not specify | Focus groups | Promoting digital literacy and digital content creation | Insufficient C DD proficiency | Three institutional actions on CDD to be considered in university curricula |
| Elliott et al. (2018) | Essay of 3,000 words on the theories of learning—group oral presentation | Portfolio of 3,000 words. The portfolio was divided into three sections that required students to relate different phases of their personal education experiences to theory. | Semi-structured questionnaires, mainly quantitative, at the beginning and end of the academic year | Difficulties as part of the process | Students' expectations of achievement as the course progressed | Scaffolding strategies with a positive effect on digital self-efficacy |
| Elphick (2018) | Free text surveys—ad hoc elaborate Likert scale | Does not specify | Semi-structured interview with small groups | Correlations between classrooms rich in technology and digital self-efficacy | The use of iPads has a positive impact on digital behaviors and perceptions about digital skills | Digital competence as a key skill in teachers |
| Gabriele et al. (2019) | Ad hoc elaborate Likert scale | Does not specify | Tests to check the level of abstraction, parallelism, logistics, synchronization, and control | practical applicability of the intervention | Elaboration of digital material from games with Scratch Software | Increased knowledge and digital skills |
| Gill et al. (2015) | Interviews developed in 6 phases | Does not specify | Interviews developed in 6 phases | development is proportionate to opportunities to observe and/or use ICT for learning | Classroom experience enables and accelerates the development of digital literacy | The development of digital literacy as a key challenge for future donors |
| Hamutoglu et al. (2019) | E-Learning attitudes scale—digital literacy scale | Does not specify | Does not specify | Relevant results in terms of avoidance | The trend is one of the most significant predictors of digital literacy skills. | Effectiveness of treatment on participants' attitudes toward e-learning platforms |
| Istenic et al. (2016) | Performance analysis—analysis of written reflections—pre- and post-test scores-reflections of the participants | Does not specify | Does not specify | Increases in digital pedagogical competences | Instructional approach with digital storytelling and multi-mode design to facilitate learning | Transfer of ICT competencies and their integration into teaching |
| Kajee and Balfour (2011) | Digital literacy stories of the participants (collected at the beginning of the semester) | Remarks of student work—access and sufficiency | Semi-structured interviews | Digital practice as valuable and social knowledge | Influence of the social context | Digital literacy as a contribution and influence to learning |
| surveys—journal of researcher's reflections | ||||||
| Kuhn (2017) | Ad hoc elaborate likert scale | Does not specify | Focus groups | Obtaining new literacies from digital practice | Need for support and guidance in these contents | Redesign of the PLE of the students. |
| Lerdpornkulrat et al. (2019) | Questionnaires developed ad hoc—standardized questionnaires | Rubric | Does not specify | Developing self-efficacy related to digital literacy | Increase in self-efficacy in information literacy | The rubric as an appropriate tool to measure learning outcomes related to information literacy |
| Paige et al. (2016) | Ad hoc elaborate Likert scale | Does not specify | Does not specify | experiences and reflections of the PST on Slowmation as an educational tool | Modeling of best practice evaluation tools. | Digital literacy skills development |
| Pequeño et al. (2017) | Transmedia narratives | Does not specify | Comments and recommendations made in the group work | Transmedia education as a process of technological mediation and social | Digital skills that students incorporate into internships design, analysis, production, and dissemination of transmedia content | Creation and dissemination of transmedia content |
| Robertson et al. (2012) | Personal digital story | Remarks of student work—journal of researcher's reflections | Does not specify | Digital stories as an appropriate tool for evaluation and reflection | Multi-literacy | Evidence of transformative pedagogy |
| Sharp (2018) | Ad hoc elaborate likert scale | Does not specify | Does not specify | Increasing prevalence of digital learning environments. | Greater involvement in digital practices | Collaborative digital literacy practices |
| Tomczyk et al. (2020) | Ad hoc elaborate likert scale | Does not specify | Does not specify | Need for more training | Need for more studies to identify digital gaps | Achievement Learning Autonomy Adaptation |
| Vinokurova et al. (2021) | Does not specify | Does not specify | Does not specify | Educational paradigm shift in terms of the content of education | Digital transformation | Increased opportunities for teachers to offer and disseminate ICTs if they have good digital literacy |