Journal article
Do digital natives differ by computer self-efficacy and experience? An empirical study
Interactive Learning Environments, Vol.24(7), pp.1725-1739
2016
Abstract
This study serves to validate a Chinese translation of the Digital Native Assessment Scale (C-DNAS) and assess if significant differences exist between a sample of students and teachers from a culture different than the one used in the development of the DNAS. Participants were 402 university students from one province in Mainland China. Results of the confirmatory factor analysis revealed that the C-DNAS possessed a stable factorial structure and was a valid measure among Chinese-speaking participants in Mainland China. Tests of measurement invariance revealed score equivalence among the students for each of the four factors of the C-DNAS: grew up with technology; comfortable with multitasking; reliant on graphics for communication; and thrive on instant gratifications and rewards, by computer self-efficacy and experience. Finally, tests of latent mean differences revealed significant differences in each of the four factors by computer experience but not by computer self-efficacy. Implications for research are discussed.
Details
- Title
- Do digital natives differ by computer self-efficacy and experience? An empirical study
- Authors/Creators
- T. Teo (Author/Creator) - University of Macau
- Publication Details
- Interactive Learning Environments, Vol.24(7), pp.1725-1739
- Publisher
- Routledge, part of the Taylor & Francis Group
- Identifiers
- 991005543609707891
- Copyright
- © 2015 Informa UK Limited, trading as Taylor & Francis Group
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Journal article
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- Citation topics
- 6 Social Sciences
- 6.3 Management
- 6.3.368 Technology Acceptance Model
- Web Of Science research areas
- Education & Educational Research
- ESI research areas
- Social Sciences, general