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Measurement Invariance and Latent Mean Differences of the Digital Native Assessment Scale across Chinese Mainland, Macau, and Taiwan: An Exploratory Structural Equation Modeling Approach

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Title: Measurement Invariance and Latent Mean Differences of the Digital Native Assessment Scale across Chinese Mainland, Macau, and Taiwan: An Exploratory Structural Equation Modeling Approach
Language: English
Authors: Timothy Teo, Fang Huang (ORCID 0000-0001-6706-8251), Jinbo He
Source: Interactive Learning Environments. 2024 32(5):2064-2076.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Digital Literacy, Structural Equation Models, College Students, Test Validity, Cultural Differences
Geographic Terms: China, Taiwan, Macau
DOI: 10.1080/10494820.2022.2137528
ISSN: 1049-4820
1744-5191
Abstract: Given the lack of cultural consideration of studies on digital natives, this study reports on a large-scale validation of the Digital Native Assessment Scale (DNAS) among university students from three regions of Greater China: Chinese mainland, Macau, and Taiwan, to examine measurement invariance and latent mean differences in the four constructs of the DNAS, grew up with technology, comfortable with multitasking, reliant on graphics for communication, and thrive on instant gratifications and rewards. The results from 5198 participants revealed the DNAS has a stable factorial structure and is valid in measuring students' digital nativity. The DNAS achieved a strong/scalar measurement invariance among students from the three regions in each of the four factors. Latent mean difference tests suggested that Macau students had significantly higher levels on all four constructs than those from the mainland, with small to medium effects; and the latent means of Taiwanese students were significantly higher than those of mainland students in three constructs (i.e. Tech, Multi, and Graphics), with small to large effects. Discussions of the findings were provided by taking into account the historical, economic, and cultural backgrounds of the three regions.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1435296
Database: ERIC
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  Data: Measurement Invariance and Latent Mean Differences of the Digital Native Assessment Scale across Chinese Mainland, Macau, and Taiwan: An Exploratory Structural Equation Modeling Approach
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink><br /><searchLink fieldCode="DE" term="%22Macau%22">Macau</searchLink>
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  Data: Given the lack of cultural consideration of studies on digital natives, this study reports on a large-scale validation of the Digital Native Assessment Scale (DNAS) among university students from three regions of Greater China: Chinese mainland, Macau, and Taiwan, to examine measurement invariance and latent mean differences in the four constructs of the DNAS, grew up with technology, comfortable with multitasking, reliant on graphics for communication, and thrive on instant gratifications and rewards. The results from 5198 participants revealed the DNAS has a stable factorial structure and is valid in measuring students' digital nativity. The DNAS achieved a strong/scalar measurement invariance among students from the three regions in each of the four factors. Latent mean difference tests suggested that Macau students had significantly higher levels on all four constructs than those from the mainland, with small to medium effects; and the latent means of Taiwanese students were significantly higher than those of mainland students in three constructs (i.e. Tech, Multi, and Graphics), with small to large effects. Discussions of the findings were provided by taking into account the historical, economic, and cultural backgrounds of the three regions.
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      – Text: English
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        StartPage: 2064
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        Type: general
      – SubjectFull: Digital Literacy
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      – SubjectFull: Structural Equation Models
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      – SubjectFull: China
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      – SubjectFull: Taiwan
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      – SubjectFull: Macau
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