Publication: Factores que influyen en la mejora de la competencia narrativa : la competencia digital de partida y el papel mediador de la calibración de desempeño
Authors
Mendez Rodriguez, Emilia ; Villalustre Martínez, Lourdes
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v39i3.110190
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info:eu-repo/semantics/article
Description
Abstract
Diseñar y proponer estrategias eficaces es fundamental para la adquisición de competencias. La integración de narraciones gamificadas es una estrategia que puede ser utilizada para promover y potenciar aprendizajes. Si bien, su desarrollo puede estar condicionado por diferentes factores. El objetivo de este estudio es analizar el efecto mediador de la calibración de desempeño entre las competencias digital y narrativa, y la capacidad moderadora del género en esta relación. Se aplicó un modelo de mediación y moderación en función del marco teórico propuesto. En este estudio participaron un total de 276 estudiantes universitarios. Se utilizaron los instrumentos COMP-D para determinar el nivel de competencias digital de partida de los estudiantes y COMP-N con el fin de establecer el nivel de logro de los discentes en competencia narrativa. De igual modo, empleando el instrumento COMP-N, se determinó el grado en que los estudiantes juzgaron su desempeño. Los resultados revelaron que los efectos directos de la competencia digital hacia la calibración de desempeño y a su vez, dicha calibración hacia el nivel de competencia es estadísticamente significativa. También el nivel de competencia digital hacia el nivel de logro en competencia narrativa. Por otro lado, se observa cómo los efectos indirectos de la competencia digital hacia la competencia narrativa pasando por la calibración de desempeño son significativos. A tenor de los resultados obtenidos podemos concluir que la competencia digital actúa como un facilitador para la mejora de la competencia narrativa, y a su vez, la capacidad de los estudiantes para calibrar su nota es mediador sobre el nivel de competencia narrativa adquirido.
Designing and proposing effective strategies is fundamental for the acquisition of competencies. The integration of gamified narratives is a strategy that can be used to promote and enhance learning. However, its development can be conditioned by different factors. The aim of this research is to study the mediating effect of performance calibration between digital and narrative competencies, and the moderating capacity of gender in this relationship. A mediation and moderation model were applied according to the proposed theoretical framework. A total of 276 university students participated in this study. The COMP-D instrument was used to determine the students' baseline level of digital competence, and the COMP-N instrument was used to establish the students' level of achievement in narrative competence. Similarly, using the COMP-N instrument, the degree to which students judged their performance was determined. The results revealed that the direct effects of digital competence toward performance calibration and in turn, such calibration toward narrative competence level are statistically significant. Also, the level of digital competence towards the level of achievement in narrative competence. On the other hand, it is observed how the indirect effects of digital competence towards narrative competence passing through performance calibration are significant. Based on the results obtained we can conclude that digital competence in digital resource design acts as a facilitator for the development of narrative competence, and in turn, the ability of students to calibrate their grade, mediates the level of narrative competence acquired.
Designing and proposing effective strategies is fundamental for the acquisition of competencies. The integration of gamified narratives is a strategy that can be used to promote and enhance learning. However, its development can be conditioned by different factors. The aim of this research is to study the mediating effect of performance calibration between digital and narrative competencies, and the moderating capacity of gender in this relationship. A mediation and moderation model were applied according to the proposed theoretical framework. A total of 276 university students participated in this study. The COMP-D instrument was used to determine the students' baseline level of digital competence, and the COMP-N instrument was used to establish the students' level of achievement in narrative competence. Similarly, using the COMP-N instrument, the degree to which students judged their performance was determined. The results revealed that the direct effects of digital competence toward performance calibration and in turn, such calibration toward narrative competence level are statistically significant. Also, the level of digital competence towards the level of achievement in narrative competence. On the other hand, it is observed how the indirect effects of digital competence towards narrative competence passing through performance calibration are significant. Based on the results obtained we can conclude that digital competence in digital resource design acts as a facilitator for the development of narrative competence, and in turn, the ability of students to calibrate their grade, mediates the level of narrative competence acquired.
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Citation
Villalustre Martínez, L., & Mendez Rodriguez, E. (2025). Factores que influyen en la mejora de la competencia narrativa: la competencia digital de partida y el papel mediador de la calibración de desempeño. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 39(3), 133–145. https://doi.org/10.47553/rifop.v39i3.110190
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