Purpose

The purpose of this paper is to analyze the influence of two active methodologies on digital competences development using mobile devices. The first methodology is project-oriented learning (POL); the second one is case-based learning (CBL). The analyzed digital competences belong to the communication and collaboration area of framework DIGCOMP.

Design/methodology/approach

This article shows the results of the quantitative stage with a design pre-experimental pre-test–post-test. A questionnaire was designed and applied to an intentional sample from two different courses. In total, 178 students completed the questionnaire in the pre-test, and after five months, 38 students completed the questionnaire in the post-test.

Findings

The results show that students to whom POL was applied increase by 7% competence of interaction with mobile technology. The results also show that the students to whom CBL was applied to increase all four competencies (interaction +8%, share +6%, collaboration +5%, netiquette +4%).

Research limitations/implications

Self-perception for the evaluation of digital competence and the short study time are limitations to generalize the results, so a longitudinal study is necessary and complemented with qualitative analysis, to present a better validation of the contribution of active methodologies to the development of digital competences.

Originality/value

The rapid advance of technology and the results of various investigations make evident the need of digital competences development. The most common process is digital literacy through techno-functional training. However, these research results confirm that it is possible to promote these digital competences from a practical view and implicitly in active methodologies educational practices.

中文翻译：

---

积极方法的影响：使用移动设备开发数字能力的项目和案例

目的

本文的目的是分析两种积极的方法对使用移动设备的数字能力发展的影响。第一种方法是面向项目的学习（POL）；第二个是基于案例的学习（CBL）。分析的数字能力属于框架 DIGCOMP 的通信和协作领域。

设计/方法/方法

本文展示了定量阶段的结果与设计前实验前测-后测。设计了一份问卷并将其应用于来自两个不同课程的有意样本。共有178名学生完成了前测问卷，5个月后，38名学生完成了后测问卷。

发现

结果表明，应用 POL 的学生与移动技术的交互能力提高了 7%。结果还表明，应用CBL的学生提高了所有四项能力（互动+8%，分享+6%，协作+5%，网络礼仪+4%）。

研究限制/影响

对数字能力评估的自我认知和较短的学习时间是概括结果的限制，因此纵向研究是必要的，并辅以定性分析，以更好地验证主动方法对数字能力发展的贡献.

原创性/价值

技术的快速进步和各种调查的结果表明，数字能力发展的必要性。最常见的过程是通过技术功能培训的数字素养。然而，这些研究结果证实，从实践的角度和隐含在积极方法教育实践中的提升这些数字能力是可能的。