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Results indicate stronger improvement for the virtual-format gamified dances in digital competencies’ procedural component. Evidence for perceived self-efficacy remains insufficient, with differentiated effects for students showing severe versus mild COVID-19 aftereffects.",{"@graph":14,"@context":76},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the study’s main objective regarding digital dance competitions?","Question",{"text":62,"@type":63},"To verify the impact of dances performed in virtual environments on the digital skills of university students affected by coronavirus.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the experiment designed to measure digital competence?",{"text":67,"@type":63},"Using an experimental design with two subject groups, a rubric to measure skills, and a self-report questionnaire, with the dance competition executed as part of the curricular program during professional practice.",{"name":69,"@type":60,"acceptedAnswer":70},"What were the key results comparing virtual and face-to-face dance formats?",{"text":71,"@type":63},"Gamified dances in virtual format developed better digital competencies than the face-to-face format, showing a positive effect particularly in the procedural component.",{"name":73,"@type":60,"acceptedAnswer":74},"Did the study find a strong impact on perceived self-efficacy?",{"text":75,"@type":63},"No. Evidence related to perceived self-efficacy showed insufficient impact compared with the improvement in procedural digital competencies.","https://schema.org",{"og:url":32,"og:type":78,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":80,"canonical":32},"index,follow",{"doc_id":82,"site_id":7},600390,1792627711,{"code":4,"msg":85,"data":86},"success",[87,91,95,99,104,109,114,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Story & 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\nEvaluating the impact of digital dance competitions on university students’ digital competence amidst COVID-19  \nJhon Holguin-Alvarez 1*  \n 0000-0001-5786-0763  \nJuan Apaza-Quispe 1  \n 0000-0002-1157-7185  \n1 CIBRAMEP Group, Faculty of Law and Humanities, Universidad César Vallejo, Lima, PERU  \n* Corresponding author: [jholguin@ucv.edu.pe](jholguin@ucv.edu.pe)  \nCitation: Holguin-Alvarez, J., & Apaza-Quispe, J. (2024) . Evaluating the impact of digital dance competitions on university students’ digital competence amidst COVID-19. Contemporary Educational Technology, 16(4), ep524 .  \n[https://doi.org/10.30935/cedtech/14989](https://doi.org/10.30935/cedtech/14989)  \nARTICLE INFO ABSTRACT  \n\n| Received: 12 Jan 2024\u003Cbr>Accepted: 15 Jun 2024 | Digital competences develop professional profiles that are more and more attainable for labor communities in constant transformation. The aim is to verify the impact of dances performed in virtual environments on the digital skills of university students affected by coronavirus. An experimental design of two groups of subjects with sequel due to COVID-19 was developed. The total number of participants was 106 students of the Professional Career of Primary Education of a university in Lima. A rubric to measure skills and a self-report questionnaire were used. The experiment was carried out through the execution of a dance competition in the professional practice, which was part of the curricular program. The results showed that the gamified dances in their virtual format developed better digital competencies than the dancers in the face-to-face format. Digital dances had a positive impact on digital competences in their procedural component, and evidence on perceived self-efficacy received insufficient impact. The study contributes has reported digital competence with variable characteristics in subjects with severe and mild sequel, considering that their perceived self-efficacy develops to a lesser extent than their skills.\u003Cbr>Keywords: virtual art, digital competence, dance, virtual teaching, group teaching |\n| --- | --- |\n| INTRODUCTION |  |\n\nThe adaptation of the face-to-face educational system to distance education has served to develop effective educational systems and as a response to social isolation implemented between 2020 and 2021 (Decreto Supremo No. 004-2020-PCM, 2020) . This mechanism has responded to urgent problems such as the health insecurity of the university population due to COVID-19 (Ministry of Education of Peru, 2021), although it has increased such as reluctance towards preventive vaccination (Cuellar et al., 2021). As of 2022, more than 45% of the university population remained infected (Dextre-Vilchez et al., 2022; Lopez-Reyes et al., 2022) . Indeed, the danger for bodily proximity in Higher Education has driven universities to access blended learning with an obvious lack of digital instructional strategies. Here we address a group of students from a private university in Lima, who executed learning sessions in their terminal internship demonstrating certain technological weaknesses between the years 2021 and 2022. Most of these participants presented aftereffects of COVID-19, so it is in the interest of the study to verify the impact of virtual dance skills on digital skills.  \nDigital Competences: Approaches and Evidence  \nThe diversity of technological means to access information allows digital inclusion, requires the use of effective and transmittable skills in virtual environments (Aristizabal Llorente & Cruz Iglesias, 2018; Engen,  \n2019; Garzón et al., 2020) . For this reason, digital competences are understood as sustainable skills and attitudes for virtual interaction. Findings refer that university students force the use of their digital skills indifferent complex virtual fields (Dalsgaard et al., 2019; Scolari et al., 2018; Weidlich & Bastien","cbCaicLj6jnBU1SJ","https://ap.wps.com/l/cbCaicLj6jnBU1SJ","pdf",389625,"English","# Introduction\n## Digital competences: approaches and evidence","[{\"question\":\"What is the study’s main objective regarding digital dance competitions?\",\"answer\":\"To verify the impact of dances performed in virtual environments on the digital skills of university students affected by coronavirus.\"},{\"question\":\"How was the experiment designed to measure digital competence?\",\"answer\":\"Using an experimental design with two subject groups, a rubric to measure skills, and a self-report questionnaire, with the dance competition executed as part of the curricular program during professional practice.\"},{\"question\":\"What were the key results comparing virtual and face-to-face dance formats?\",\"answer\":\"Gamified dances in virtual format developed better digital competencies than the face-to-face format, showing a positive effect particularly in the procedural component.\"},{\"question\":\"Did the study find a strong impact on perceived self-efficacy?\",\"answer\":\"No. Evidence related to perceived self-efficacy showed insufficient impact compared with the improvement in procedural digital competencies.\"}]","Evaluating the impact of digital dance competitions on university students’ digital competence amidst COVID-19 | PDF",1792090594]