Previous studies have shown that there is a complex relationship between students’ computer and information literacy (CIL) and their use of information and communication technologies (ICT) for both recreational and school use. This study seeks to dig deeper into these complex relations by identifying different patterns of students’ school-related and recreational computer use in the 21 countries participating in the International Computer and Information Literacy Study (ICILS 2013). Latent class analysis (LCA) of the student questionnaire and performance data from the ICILS 2013 study, revealed different patterns of use of ICT; these patterns could be related to differences in students’ CIL scores. These analyses support the conclusions of previous studies, which found, in many cases, a ‘hill shape’ in the data, suggesting that both low and extended use of computers may be correlated with lower scores on the CIL scale, while intermediate use is correlated with higher scores. The study identifies interesting differences between countries, and, in addition to the hill shape, both a ‘plateau shape’ and a ‘hill-valley shape’ were apparent in the data, raising important questions about differences in contexts.

中文翻译：

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学生使用计算机的方式及其与计算机和信息素养的关系：潜在班级分析的结果及其对教与学的影响

先前的研究表明，学生的计算机和信息素养（CIL）与他们将信息和通信技术（ICT）用于娱乐和学校用途之间存在复杂的关系。本研究旨在通过识别参与国际计算机和信息素养研究（ICILS 2013）的21个国家中学生与学校相关的计算机和娱乐计算机的不同使用方式，来深入研究这些复杂的关系。学生问卷的潜伏类分析（LCA）和来自ICILS 2013研究的绩效数据揭示了使用ICT的不同模式；这些模式可能与学生CIL分数的差异有关。这些分析支持了先前研究的结论，该研究发现，在许多情况下，数据中出现“坡度”，这表明计算机的低使用和长期使用都可能与CIL量表的较低评分相关，而中间使用与较高的评分相关。这项研究发现了国家之间有趣的差异，除了山丘形状外，数据中还出现了“高原形状”和“山谷形状”，这引发了有关环境差异的重要问题。