University Students’ Perceptions of the Use of Technologies in Educational Activities and Mental Effort Invested

Autores

DOI:

https://doi.org/10.5944/ried.25.2.32714

Palavras-chave:

technologies, school activities, students, higher education, mental effort

Resumo

Different generations (digital natives, resident students, generation Y, X, or Z) show a preference towards technologies and the digital world. This "ex-post-facto" study is presented to learn the preferences that university students have regarding the use of different resources for various educational activities, as well as the investment of mental effort and perceived ease of learning concerning different means and technological resources. The sampling used is non-probabilistic, conventional, and intentional. 2,148 university students from different scientific fields of twelve Spanish public universities participate in it. To do this, an "ad hoc" instrument is designed whose data show high reliability and validity indices. The results indicate that students tend to have different perceptions regarding the various means and resources presented, in terms of the level of mental effort needed, along with the degree of easiness to learn through them. In this sense, the casuistry of the results is discussed and compared with the theory of mental effort proposed by Salomon (1981). The findings can be explained by the result of the interaction of three elements: the symbolic systems mobilized to elaborate messages, the message, and the technology that packages, formalizes, and transmits them. In the same way, it concludes by discussing the applicability of the results for the improvement of the digital competence of the students.

FULL ARTICLE:
https://revistas.uned.es/index.php/ried/article/view/32714/25372

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Biografias Autor

Julio Cabero-Almenara, Universidad de Sevilla, US (Spain)

Professor of Educational Technology in the Department of Didactics and Educational Organisation at the University of Seville. He is a Head of the Didactic Research Group (GID-HUM 390), Director of the Secretariat for Educational Innovation, Editor-in-chief of Pixel-Bit Journal, and Founding member of EDUTEC. His research areas are educational technology, higher education and competences.

Sandra Martínez-Pérez, Universidad de Sevilla, US (Spain)

Researcher and professor in the Department of Didactics and Educational Organisation at the University of Seville. She is member of the Didactic Research Group (GID-HUM 390). Her research areas include educational technologies, inclusion and attention to diversity, competences, educational innovation, gender and higher education.

Juan Jesús Gutiérrez-Castillo, Universidad de Sevilla, US (Spain)

Professor of Educational Technology in the Department of Didactics and Educational Organisation at the University of Seville. He is member of the Didactic Research Group (GID-HUM 390), member of EDUTEC and assitant editorof Pixel-Bit Journal. He has participated in research and courses related to educational technologies, competence and teacher training.

Antonio Palacios-Rodríguez, Universidad de Sevilla, US (Spain)

Antonio Palacios-Rodríguez is a PhD fellowship in the Department of Didactics and Educational Organisation at the University of Seville. He is Graduate in Primary Education (English language specialisation). He is member of the Didactic Research Group (GID-HUM 390). His teaching and research experience is related to Educational Technology,

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Publicado

2022-04-14

Como Citar

Cabero-Almenara, J., Martínez-Pérez, S., Gutiérrez-Castillo, J. J., & Palacios-Rodríguez, A. (2022). University Students’ Perceptions of the Use of Technologies in Educational Activities and Mental Effort Invested. RIED. Revista Iberoamericana de Educación a Distancia, 25(2), 305–326. https://doi.org/10.5944/ried.25.2.32714

Edição

Vol. 25 N.º 2 (2022): Monográfico. Horizontes digitais complexos no futuro da educação 4.0: luzes das recomendações da UNESCO

Secção

Estudos e pesquisas

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Creative Commons License

Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.