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] |
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| Database: | Education Research Complete |
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