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Digital technologies in university assessment: a scoping review.

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Title: Digital technologies in university assessment: a scoping review.
Authors: Núñez-Solís, Marcela1 (AUTHOR), Garrido-Miranda, José Miguel2 (AUTHOR), Chávez-Castillo, Yasna3 (AUTHOR), López-Jiménez, Tatiana2 (AUTHOR), Espinoza-Navarrete, Cristhian1 (AUTHOR), Sanhueza-Campos, Cristian4 (AUTHOR) crsanhuezac@udec.cl
Source: Frontiers in Education. 2026, p1-11. 11p.
Subject Terms: *Formative evaluation, *Educational evaluation, *Competency tests (Education), *Gamification, *Education ethics, *Effective teaching, *Higher education, Digital technology
Abstract: This study presents a scoping review on the use of digital technologies in higher education from 2019 to 2023, aiming to analyse their incorporation into formative processes and their impact on teaching and assessment in higher education. Using the PRISMA ScR methodology, 11 empirical studies were selected from the Web of Science and Scopus databases, following 4 eligibility criteria. The results reveal that digital technologies enhance autonomy and self-regulation in learning, as well as competency-based assessment. The use of tools such as gamification apps, virtual learning environments, and software for creating multimedia content is highlighted. The conclusions emphasize the importance of continuing research in critical areas such as digital inclusion and academic integrity, particularly in the university context. [ABSTRACT FROM AUTHOR]
Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 193617913
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: Digital technologies in university assessment: a scoping review.
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  Data: <searchLink fieldCode="JN" term="%22Frontiers+in+Education%22">Frontiers in Education</searchLink>. 2026, p1-11. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Competency+tests+%28Education%29%22">Competency tests (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+ethics%22">Education ethics</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink>
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  Data: This study presents a scoping review on the use of digital technologies in higher education from 2019 to 2023, aiming to analyse their incorporation into formative processes and their impact on teaching and assessment in higher education. Using the PRISMA ScR methodology, 11 empirical studies were selected from the Web of Science and Scopus databases, following 4 eligibility criteria. The results reveal that digital technologies enhance autonomy and self-regulation in learning, as well as competency-based assessment. The use of tools such as gamification apps, virtual learning environments, and software for creating multimedia content is highlighted. The conclusions emphasize the importance of continuing research in critical areas such as digital inclusion and academic integrity, particularly in the university context. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193617913
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        Value: 10.3389/feduc.2026.1744310
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      – SubjectFull: Competency tests (Education)
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      – SubjectFull: Gamification
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      – TitleFull: Digital technologies in university assessment: a scoping review.
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              Text: 2026
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