Effectiveness of a program of training in digital competences conducted with Primary Education Degree students on the affective e-learning+ model

INTRODUCTION. This study explores statistically significant differences in the degree of mastery of digital competence, contemplated from 4 dimensions and performance criteria (navigation and resolution of problems, legal provisions, co-pyrights and licenses, development and creation of content and interaction and management of digital identity) in a group of students that participated in an online training program based on the Affective e-Learning+ model, and those who acted as control. The training plan was carried out during the development of the R + D + i project called Evaluation and development of two generic competences in first year Primary Education Degree students conducted at the Faculties of Education at the University of Oviedo, the University of Jaen and the SAFA University Center (attached to the University of Jaen). Over 100 students participated in the study. METHOD. A pretest-post-test self-created questionnaire was applied to both the experimental and control groups and the results were analyzed with the Kolmogorov-Smirnov, Levene and t-Student statistical tests. RESULTS. Statistically significant differences were obtained in favor of the experimental group for 9 of the 13 competences analyzed, that is, 70% of the evaluated competences. DISCUSSION. This emphasizes that the Affective eLearning+ model is effective in developing digital professional skills as long as there is a climate of well-being and satisfaction in the classrooms.