Factors influencing the enhancement of narrative competence: baseline digital competence and the mediating role of performance calibration

Abstract

Designing and proposing effective strategies is fundamental for the acquisition of competencies. The integration of gamified narratives is a strategy that can be used to promote and enhance learning. However, its development can be conditioned by different factors. The aim of this research is to study the mediating effect of performance calibration between digital and narrative competencies, and the moderating capacity of gender in this relationship. A mediation and moderation model were applied according to the proposed theoretical framework. A total of 276 university students participated in this study. The COMP-D instrument was used to determine the students' baseline level of digital competence, and the COMP-N instrument was used to establish the students' level of achievement in narrative competence. Similarly, using the COMP-N instrument, the degree to which students judged their performance was determined. The results revealed that the direct effects of digital competence toward performance calibration and in turn, such calibration toward narrative competence level are statistically significant. Also, the level of digital competence towards the level of achievement in narrative competence. On the other hand, it is observed how the indirect effects of digital competence towards narrative competence passing through performance calibration are significant. Based on the results obtained we can conclude that digital competence in digital resource design acts as a facilitator for the development of narrative competence, and in turn, the ability of students to calibrate their grade, mediates the level of narrative competence acquired.