Table 7.
Treatment fidelity.
| Research | Moment | Comparison of the control group | Sequence of instruction | Previous written protocol | Comparable instructor training | File | Uniform and standard application |
|---|---|---|---|---|---|---|---|
| Alfonzo and Batson (2014) | Pre During Expose Follow |
Evaluate the group in general | 3 workshops: Library Orientation, APA style, ZOTERO | Day 1: Library orientation, APA style. Day 2, 3, and 4: ZOTERO | Does not specify | Pre-evaluation, post-evaluation, and follow-up evaluation using qualtrics software | Equal application of the program to all students: same duration, sequence, tasks, and context |
| Ata and Yildirim (2019) | During Expose Follow |
Evaluate the group in general | Does not specify | Does not specify | Does not specify | Does not specify | Equal application of the program to all students: same duration, sequence, tasks, and context |
| Ball (2019) | During Expose Follow |
Evaluate the group in general | Modules of history and editorial culture, markets, and media. Editorial Skills Module, Reading for Writing, and Grammar Development and General Literacy | Does not specify | Does not specify | Portfolios and weekly blog | Equal application of the program to all students: same duration, sequence, tasks, and context |
| Botturi (2019) | During Expose Follow |
Evaluate the group in general | Agreed with students that provided instructions on the topics they wished to cover | Does not specify | Does not specify | Balance | Equal application of the program to all students: same duration, sequence, tasks, and context |
| Campbell and Kapp (2020) | During Expose Follow |
Evaluate the group in general | Does not specify | Does not specify | Does not specify | Questionnaires, portfolio, and interviews | Equal application of the program to all students: same duration, sequence, tasks, and context |
| Carl and Strydom (2017) | Pre During Expose Follow |
They evaluate the group in general although I am divided into two subgroups | Stages: familiarization, indexing, graphing and cartography, and interpretation | Familiarization -blo-share | Does not specify | -Recorded interviews - portfolio | Equal application of the program to all students: same duration, sequence, tasks, and context |
| Domingo-Coscolla et al. (2020) | During Expose Follow |
Evaluate the group in general | Does not specify | Does not specify | Does not specify | Scales and focus groups | Equal application of the program to all students: same duration, sequence, tasks, and context |
| Elliott et al. (2018) | During Expose Follow |
Evaluate the group in general | Sessions with opportunities for group discussions and questions. Module essential reading was provided in weekly online study units | Does not specify | Broader university support from support staff specializing in academic skills in the “learning development team” and library staff. | Questionnaires, essays, and portfolio | Equal application of the program to all students: same duration, sequence, tasks, and context |
| Elphick (2018) | During Expose Follow |
Evaluate the group in general | Conferences and seminars—direct observation—scales—interviews | Does not specify | Training sessions facilitated by an Apple professional Authorized Development Coach |
Narratives—presentations—classroom observations—comments and feedback—audiovisual recordings | Equal application of the program to all students: same duration, sequence, tasks, and context |
| Gabriele et al. (2019) | During Expose Follow |
Evaluate the group in general | 1. Experimental research plan 2. The reading material was organized (power point presentations, introductory videos of the software, brochures, applications created ad hoc as examples) | Does not specify | Does not specify | Scales and individual tests | Equal application of the program to all students: same duration, sequence, tasks, and context |
| Gill et al. (2015) | Pre During Expose Follow |
Evaluate the group in general | Of the different subjects related to ICT in the career | Of the different subjects related to ICT in the career | Does not specify | Interviews | Equal application of the program to all students: same duration, sequence, context tasks |
| Hamutoglu et al. (2019) | During Expose Follow |
Evaluate the group in general | Preliminary tests of the first week. In the following week session on the Edmodo platform and an orientation training on the content of the course | Does not specify | Does not specify | Two standardized scales | Equal application of the program to all students: same duration, sequence, context tasks |
| Istenic et al. (2016) | Pre During Expose Follow |
Evaluate the group in general | Six tasks | Students completed the pre-test before the start of the study and the subsequent test 15 days later. | Does not specify | Digital Literacy Stories—Pre and Post-Assessment | Equal application of the program to all students: same duration, sequence, context tasks |
| Kajee and Balfour (2011) | Pre During Expose Follow |
Evaluation of the intervention group and another equivalent control group to verify differential efficacy | Semester 1: Digital Writing Semester 2: Digital Research |
Does not specify | Does not specify | Digital literacy stories—semi-structured interviews—observations—access and sufficiency surveys—journal of researchers' reflections | Equal application of the program to all students: same duration, sequence, context tasks |
| Kuhn (2017) | During Expose Follow |
Evaluation of the intervention group and another equivalent control group to verify differential efficacy | Scales—exhibition—discussion groups | Does not specify | Does not specify | Narratives—exhibitions—classroom observations—comments and feedback—audiovisual recordings | Equal application of the program to all students: same duration, sequence, context tasks |
| Lerdpornkulrat et al. (2019) | During Expose Follow |
Only the GC participates in a formalized face-to-face activity based on the use of the course rubric as a self-assessment tool | Through the rubric they were able to self-evaluate your own work After receiving feedback, both groups of students reviewed and resubmitted their feedback Complete projects again | Does not specify | Does not specify | Questionnaires developed ad hoc—standardized questionnaires | only the students of the experimental group participated in a formalized activity in the classroom |
| Paige et al. (2016) | Pre During Expose Follow |
Evaluate the group in general | Slowmation, vivas, digital narratives, roundtables, interviews and oral assessments | Slow | Does not specify | Pre- and post- intervention test—Scale | Equal application of the program to all students: same duration, sequence, context tasks |
| Pequeño et al. (2017) | During Expose Follow |
Evaluation of the intervention group and another equivalent control group to verify differential efficacy | Narrative—characteristics—exhibition—analysis—reworking—exhibition and possibilities | Digital ethnography for examine relations with technologies and the media and how they mediate in the configuration of subjectivities | Does not specify | Narratives—exhibitions—classroom observations—comments and feedback—audiovisual recordings | Equal application of the program to all students: same duration, sequence, context tasks |
| Robertson et al. (2012) | Pre During Expose Follow |
Evaluate the group in general | Digital stories. After the presentation, you are asked to write a written reflection describing your experience | Content analysis and categorization | Does not specify | Digital literacy stories of the—observations—journal of researcher's reflections | Equal application of the program to all students: same duration, sequence, context tasks |
| Sharp (2018) | During Expose Follow |
Evaluation of the intervention group and another equivalent control group to verify differential efficacy | Does not specify | Does not specify | Does not specify | Scales | Equal application of the program to all students: same duration, sequence, context tasks |
| Tomczyk et al. (2020) | During Expose Follow |
Evaluate the group in general | Unspecified | Does not specify | Does not specify | Scale | Equal application of the program to all students: same duration, sequence, context tasks |
| Vinokurova et al. (2021) | During Expose Follow |
Evaluate the group in general | Does not specify | Does not specify | Does not specify | Theoretical analysis of the pedagogical experience, interpretation of scientific data, pedagogical design method (planning, modeling, and conducting classes), and analysis of empirical data in the form of a survey | Equal application of the program to all students: same duration, sequence, context tasks |
Indicators and controls used in the instructional intervention in the empirical studies reviewed.