پژوهش حاضر در صدد اعتباریابی مقیاس سنجش ویژگی های بومیان دیجیتال بود. با توجه به مساله اعتبار یابی در نسخه های الکترونیکی، دو نسخه الکترونیکی و چاپی این مقیاس با استفاده از روش تحقیق توصیفی-پیمایشی و نمونه گیری خوشه ای در نمونه ای 374 نفری از دانشجویان نیم سال دوم تا سوم دانشگاه بیرجند اجرا شد. نتایج تحلیل عاملی اکتشافی با تحلیل مؤلفه های اصلی نشان داد، هر دو نسخه الکترونیکی و چاپی از روایی و پایایی مطلوب برخوردارند. این مقیاس چهار ویژگی 1) رشد با فناوری؛ 2) اتکاء بر تصویر در ارتباطات؛ 3) چندکارگی؛ و 4) بازخورد سریع را برای بومیان دیجیتال شناسایی کرد. نسخه الکترونیکی 65.71 درصد و نسخه چاپی 62.43 درصد از تغییرات سازه بومیان دیجیتال را تبیین می کرد. پایایی کل ابزار برای نسخه الکترونیکی (0.89=a) و نسخه چاپی(0.91= a) به دست آمد. هر چهار مؤلفه شناسایی شده از پایایی مطلوب در هر دو نسخه چاپی و الکترونیکی برخوردار بودند. در پایان یافته ها بحث و پیشنهادات ارائه شد.
The present study aims to validate the Digital Native Characteristics Scale (DNAS). Regarding to the issue of validity consideration in electronic versions of the instruments; therefore electronic and printed versions of this scale validated by descriptive-survey method. The results of exploratory factor analysis showed that both electronic and printed versions had satisfactory validity and reliability. The scale revealed 4 features for digital natives, including: (1) grow up with technology; (2) reliance on the graphic in communication; (3) multitasking; and (4) instant feedback. The electronic version and printed version explained 65.71% and 62.43% of the variance respectively. The total reliability was obtained by Cronbach alpha for the electronic and printed version were α = 0.89 and α = 0.91 respectively. All four identified components in both print and electronic versions had optimum reliability. The use of this instrument was recommended in educational research and generational sociology and for designing instruction based on the characteristics of digital natives. In the end, the findings discussed and research suggestions are presented.
کلیدواژه‌ها [English]
digital natives, millennial, net generation, Validation, questionnaire
[1] Gallardo-Echenique, E.E., et al., Let’s talk about digital learners in the digital era. The International Review of research in open and distributed learning, 2015. 16(3).
[2] Brown, C. and L. Czerniewicz, Debunking the ‘digital native’: beyond digital apartheid, towards digital democracy. Journal of Computer Assisted Learning, 2010. 26(5): p. 357-369.
[3] Cambiano, R.L., J.B. De Vore, and R.L. Harvey, Learning style preferences of the cohorts: Generation X, baby boomers, and the silent generation. PAACE Journal of Lifelong Learning, 2001. 10: p. 31-40.
[4] Prensky, M., Digital natives, digital immigrants. On the horizon, 2001. 9(5): p. 1-6.
[5] Oblinger, D., Boomers, Gen-Xers, and Millennials: Understanding the "New Students.". 38(4).
[6] Frand, J., The information-age mindset. Changes in students and implications for higher education. Educause 2000; September/October: 15-24. EDUCAUSE Review, 2000. 35(5): p. 14-24.
[7] Schwieger, D. and C. Ladwig, Reaching and Retaining the Next Generation: Adapting to the Expectations of Gen Z in the Classroom. Information Systems Education Journal, 2018. 16(3): p. 45.
[8] Tapscott, D., Grown Up Digital. How the Net Generation Is Changing Your World. International Journal of Market Research, 2010. 52(1): p. 139.
[9] Virkus, S., Use of Web 2.0 Technologies in LIS Education: Experiences at Tallinn University, Estonia. 2008. 42(3): p. 262-274.
[10] Shakarami, A., K. Hajhashemi, and N.J. Caltabiano, Compensation Still Matters: Language Learning Strategies in Third Millennium ESL Learners. Online Learning, 2017. 21(3): p. 235-250.
[11] Taylor, P.E. and S.E. Keeter, Millennials: Confident. Connected. Open to Change. 2010.
[12] O''Connell, T.S. and J.E. Dyment, "I''m Just Not That Comfortable with Technology": Student Perceptions of and Preferences for Web 2.0 Technologies in Reflective Journals. Journal of Further and Higher Education, 2016. 40(3): p. 392-411.
[13] Shtepura, A., The Impact of Digital Technology on Digital Natives’ Learning: American Outlook. Comparative Professional Pedagogy, 2018. 8(2): p. 128-133.
[14] Rapetti, E. and L. Cantoni, “Digital Natives” and learning with the ICTs. The “GenY@ work” research in Ticino, Switzerland. Journal of E-Learning and Knowledge Society, 2010. 6(1): p. 39-49.
[15] Wilkerson, M., The Effect of Enrichment on the Utilization of and the Perceived Effectiveness of Millennial Theory-Based Pedagogies: A Comparative Quantitative Study. 2014.
[16] DeBard, R., Millennials Coming to College. 2004.
[17] Bullen, M., et al., The net generation in higher education: Rhetoric and reality. International Journal of Excellence in E-Learning, 2009. 2(1): p. 1-13.
[18] Kennedy, G.E., et al., First Year Students'' Experiences with Technology: Are They Really Digital Natives? Australasian Journal of Educational Technology, 2008. 24(1): p. 108-122.
[19] Jones, C., et al., Net Generation or Digital Natives: Is There a Distinct New Generation Entering University? Computers & Education, 2010. 54(3): p. 722-732.
[20] Margaryan, A., A. Littlejohn, and G. Vojt, Are Digital Natives a Myth or Reality? University Students'' Use of Digital Technologies. Computers & Education, 2011. 56(2): p. 429-440.
[21] Thompson, P., The Digital Natives as Learners: Technology Use Patterns and Approaches to Learning. Computers & Education, 2013. 65: p. 12-33.
[22] Russo, T., Examining Millennial Characterizations as Guidance for Choosing Classroom Strategy Changes. International Journal for the Scholarship of Teaching and Learning, 2013. 7(2).
[23] Teo, T., An initial development and validation of a Digital Natives Assessment Scale (DNAS). Computers & Education, 2013. 67: p. 51-57.
[24] Ursavaş, Ö.F., et al., Measurement Invariance of the Digital Natives Assessment Scale Across Gender in a Sample of Turkish University Students. Journal of Educational Computing Research, 2016. 54(4): p. 513-530.
[25] Wiersma, W., The validity of surveys: Online and offline. 2013, Oxford Internet Institute.
[26] Teo, T., I. Kabakçi Yurdakul, and Ö.F. Ursavas, Exploring the Digital Natives among Pre-Service Teachers in Turkey: A Cross-Cultural Validation of the Digital Native Assessment Scale. 2016. 24(6): p. 1231-1244.
[27] Ursavas, Ö.F., et al., Measurement Invariance of the Digital Natives Assessment Scale across Gender in a Sample of Turkish University Students. Journal of Educational Computing Research, 2016. 54(4): p. 513-530.
ابتدای صفحه