Effects of the affective e-Learning program on the development of Digital Competence in Primary Education Degree students

INTRODUCTION. This article presents the impact of an interuniversity specialization program about digital competences based on the Affective e-Learning methodology. The educational program originated from an R+D project called Evaluation and development of two generic competences in first year Primary Education students. A sample of 109 students from the Primary Education Degree at the universities of Oviedo, Jaen and Granada participated in the study. METHOD. After completing the design of the educational program, an ad-hoc questionnaire validated by external experts was applied. The 49-item tool had a Cronbach Alpha value of 0.786. This questionnaire was based on the Common Framework for Teaching Di-gital Competence of the National Institute of Educational Technologies and Teacher Training. RESULTS. Significant differences were reported between pretests and post-tests for the understanding and application of digital competence abilities, more specifically regarding configuration skills, use, autonomy, analysis, search and compliance to standards. DISCUSSION. Findings endorsed the effectivity of applying an affective e-learning model that adapts to students' preliminary knowledge and different learning paces and styles.