Constructing a Digital Intelligence Scale (DIS) Based on Item Response Theory (IRT) for Isra University Students | ||
| مجلة کلية الاداب.جامعة المنصورة | ||
| Article 13, Volume 77, Issue 77, August 2025 PDF (1.33 M) | ||
| Document Type: العلوم الانسانیة الأدبیة واللغات | ||
| DOI: 10.21608/artman.2025.369143.3015 | ||
| Authors | ||
| سامي سلامه المصاروه* 1; هاني سليمان الخالدي2; محمد عبدالفتاح ابو معال1; صفيه محمود جبالي3; حسام عوض السرحان1 | ||
| 1قسم علم النفس/ كلية الآداب/ جامعة الإسراء/ الأردن | ||
| 2قسم معلم الصف/ كلية العلوم التربوية/ جامعة الإسراء/ الأردن | ||
| 3قسم الطفولة المبكرة/ كلية العلوم التربوية/ جامعة الإسراء/ الأردن | ||
| Abstract | ||
| This study develops a Digital Intelligence Scale (DIS) based on Item Response Theory (IRT), specifically employing Rasch’s model, to assess the digital competencies of students at Isra University. Digital intelligence, which includes such skills as digital literacy, critical thinking, and responsible online behavior, is the core of the education system in this digital age. To meet the research goals, the study adopts a descriptive-analytical methodology. A simple sample of 347 students, both male and female, from various faculties at Isra University was randomly selected to ensure a representative cross-section of the institution. A 31-item scale was designed, evaluated, and validated to measure digital intelligence, with a focus on psychometric properties like unidimensionality. The findings indicate that the scale aligns with the assumptions of Rasch’s model, confirming unidimensionality and a strong fit between the data and the model. The results show that participants’ responses and scale items align closely with the model’s expectations, with mean scores near zero and standard deviations approximating one. Additionally, the threshold values of the scale items demonstrate significant discriminatory power, effectively distinguishing different levels of digital intelligence among the students. This validated scale may also be applied beyond Isra University and provides a tool for the measurement of digital intelligence at higher education. Future research could further examine the scale’s adaptability across diverse educational contexts and its role in supporting students’ digital readiness and lifelong learning. | ||
| Keywords | ||
| Digital intelligence; item response theory; measurement; one-parameter model | ||
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