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This work examines Ibero-American higher-education students’ perceptions of technology as a learning assessment tool. The quantitative study involves 122 students from Técnica del Norte University (Ecuador) and the University of Santiago de Compostela (Spain) who have experienced technology-based assessment during their training. Data analysis reveals diverse perceptions across contexts and personal experience, identifying factors linked to technology’s added value for evaluation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/perception-of-technology-as-an-assessment-tool-a-comparative-analysis-from-the-learners-perspective/600956/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/perception-of-technology-as-an-assessment-tool-a-comparative-analysis-from-the-learners-perspective/600956.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the objective of the study?","Question",{"text":112,"@type":113},"To understand how Ibero-American higher-education students perceive technology as a learning assessment tool.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the research?",{"text":117,"@type":113},"The sample includes 122 students studying in Ecuador and Spain who have been assessed at some point through technology.",{"name":119,"@type":110,"acceptedAnswer":120},"What research method and instrument were used?",{"text":121,"@type":113},"The study is quantitative and uses a questionnaire for data collection.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600956,1792116753,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Perception of technology as an assessment tool. comparative analysis from the learner’s perspective  \nPerception of technology as an assessment tool. A comparative analysis from the learner’s perspective  \nM.Carmen Sarceda-Gorgoso  \n[carmen.sarceda@usc.es](carmen.sarceda@usc.es)  \nUniversity of Santiago de Compostela, Spain  \nMari-Carmen Caldeiro-Pedreira  \n[mcarmen.caldeiro@usc.es](mcarmen.caldeiro@usc.es)  \nUniversity of Santiago de Compostela, Spain  \nSandra Guevara-Betancourt  \n[smguevara@utn.edu.ec](smguevara@utn.edu.ec)  \nTécnica del Norte University, Ecuador  \nAbstract  \nThe current state of technology is unquestionably changing our lives and consequently, causing some effects in the educational field; specifically on higher education . Therefore, the objective of this work is to know the perception of higher education Ibero-American students with regard to technology as a learning assessment tool. The sample group is made up by 122 people studying at the Education School in Técnica del Norte University (Ecuador) and at the Teacher Training School in the University of Santiago de Compostela (Spain) who, throughout their educational trajectory, have been assessed at some point through technology. It is a quantitative study that applies the questionnaire as an instrument for data collection . Data analysis shows different perceptions, both in terms of contexts and experience itself, which allows us to identify those elements and factors influencing on the added value to technology as a resource for evaluation .  \nKeywords  \nICT; higher education; user perceptions; assessment  \nM.C.Sarceda-Gorgoso, M.C. Caldeiro-Pedreira and S.Guevara-Betancourt  \nDigital Education Review-Number 35, June 2019-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 216)[ 216](http://greav.ub.edu/der/ 216)  \nI. Introduction  \nOver the course of the last years, the social ecosystem has experienced remarkable changes, modifications mainly in the cultural, economic, and technological field. Society has been invaded by technology and content digitization ; we are witnessing an almost indiscriminate and sometimes uncontrolled use of information and digital content being part of our lives (Renés, Caldeiro and Gozá lvez, 2018) . In general, it can be stated that \"the technological and informational revolution reaches all areas and almost all the corners of our life\" Aguaded (2018, p.7) . Especially in countries such as Spain where Internet and computer access by 10-year-old children is around 90% . According to the National Institute of Statistics ( NIS) website more than 90% of 10-15-yearold children use the computer, Internet and mobile phone . This is an increasing percentage during recent years whose analysis by gender indicates that girls are more likely to use cellphones than boys . In addition to these figures, it is striking that the use of new technologies at home, by age groups, indicates that among the 16-24 years old the Internet is used almost universally ; although, this use is inversely proportional to the rise in age .  \nWithin this context, technology acquires a remarkable relevance; its use and access both to the Network, understood as a form of interconnection through nodes that is a way of projecting \"from me towards you, and from us towards you all\" (Ure, 2017, p.192) . As well as access to the Internet is increasingly simple and is virtually done from anywhere on the planet. In this regard, it may be argued that, today, the digital divide is understood as the possibility for technological access, and it is not focusing on the concern but the knowledge gap, i.e ., the cognitive differences that hinder the development of critical competence (Caldeiro and Aguaded, 2015) and social interaction .  \nThus, education gets a decisive role at existing throughout life (Quendler and Lamb, 2016) . Taking into account the fleeting nature of technology development and given that this becomes a \"catalyst for change\" (Camacho, 2017, p. 7), UNESCO ","cbCaii6c07LVxDkY","https://ap.wps.com/l/cbCaii6c07LVxDkY","pdf",365007,13,"English","# I. Introduction\n## Context: technology, digitization, and the digital divide\n## Education’s role and ICT integration in higher education","[{\"question\":\"What is the objective of the study?\",\"answer\":\"To understand how Ibero-American higher-education students perceive technology as a learning assessment tool.\"},{\"question\":\"Who participated in the research?\",\"answer\":\"The sample includes 122 students studying in Ecuador and Spain who have been assessed at some point through technology.\"},{\"question\":\"What research method and instrument were used?\",\"answer\":\"The study is quantitative and uses a questionnaire for data collection.\"}]","Perception of technology as an assessment tool - A comparative analysis from the learner’s perspective | PDF",1792091702,33]