Journal of e-Learning and Knowledge Society

Assessing Digital Competence in Indonesian students: demographic and Internet usage factors through the Rasch Model

2025-09-01T01:44:51+00:00

In today’s rapidly evolving digital landscape, technological advancements continue to reshape human lifestyles, making robust digital competence (DC) essential in an interconnected world. This study addresses existing gaps in the literature by evaluating the digital competence of Indonesian students and examining the influence of parental educational backgrounds and daily internet usage frequency. Utilizing convenience sampling and online questionnaires, data were collected from 251 students and analyzed using the Rasch Model with Winsteps software version 5.7.3.0. The findings reveal gender-based differences in digital skills, indicating the need for tailored educational strategies. Additionally, students with less educated parents tend to prioritize personal data protection, while those with highly educated parents display broader digital competencies. Although high internet usage is associated with enhanced digital competence, it also carries risks to mental health, such as increased internalizing symptoms and cognitive distortions. This study contributes to ongoing discussions on improving student digital competence and underscores the importance of balanced internet usage strategies.

Academic performance in AI Era: salient factors in higher education

2025-09-01T01:44:50+00:00

This research integrates teacher AI competence (TAC), student learning agility (SLA), and student engagement (SE), as factors affecting student academic performance (SAP). We employed a survey methodology in which the instrument’s validation was conducted through content and face validity, as well as a content validity index and measurement model in SmartPLS. A total of 380 lecturers from three universities participated as respondents in this survey study. Partial least squares structural equation modeling (PLS-SEM) procedures were employed for the primary data analysis of the study. The findings informed the validity and reliability of the model, highlighting the important roles of SLA and SA in relation to SAP. In addition, TAC was also correlated with SAP and SLA, while it has no relationship with SA.

Assessing the Usability of Federated Access to T4EU Online Courses in Higher Education Mobility Programs

2025-09-01T01:44:49+00:00

Facilitating access to online courses in higher education mobility programs is essential for creating a more interconnected educational ecosystem within the European Education Area. Federated e-infrastructures have emerged as effective solutions to enhance the interoperability, accessibility, and scalability of academic services under a standardized trust model. However, assessing their usability for end-users is critical. This study aims to identify and adapt an instrument for measuring the usability of federated access to a Moodle ecosystem implemented by the Transform4Europe alliance for students participating in mobility programs. The paper outlines the process of adapting and validating a questionnaire based on Nielsen’s Usability Attributes model to meet the unique characteristics of this context. An iterative, multi-method approach was employed, incorporating feedback from students and usability experts for content validation. The resulting instrument was administered to 145 students at the University of Trieste during lectures. Exploratory factor analysis confirmed the tool’s reliability and validity while highlighting the need for refinements, including revising two items with low factor loadings, methodological adjustments in questionnaire administration, and increased sample size for more robust results. Although further validation of the final instrument is recommended, the results obtained in this study provide a significant starting point for advancing usability assessment practices in federated learning environments aimed at enhancing the student mobility experience.