Sevillano García, María LuisaLeví Orta, Genoveva del CarmenVázquez Cano, Esteban2024-05-202024-05-2020200141-8211 - eISSNhttps://doi.org/10.1111/ejed.12404https://hdl.handle.net/20.500.14468/11829The registered version of this article, first published in European Journal of Education, is available online at the publisher's website: https://doi.org/10.1111/ejed.12404 . La versión registrada de este artículo, publicado por primera vez en European Journal of Education, está disponible en línea en el sitio web del editor: https://doi.org/10.1111/ejed.12404 .This article presents an experimental study of the assessment made by university students of their level of digital competence in the use of mobile devices such as smartphones, laptops and tablets. The study was part of an investigation into ubiquitous learning with mobile devices and is based on the analysis of responses from a sample of 203 university students at eleven European and Latin American universities. Participants were asked questions about their performance on a set of digital activities that tested various components of digital competence. The analysis methodology was based on Item Response Theory (IRT). The survey data was analysed by applying a statistical model to represent the probability of obtaining an affirmative answer to each activity proposed. This enabled us to identify the difficulty and discrimination parameters of each activity. As an outcome of the study, measures on latent digital competence in individual participants were articulated. The results allowed us to describe how a number of devices and activities interacted. Understanding these types of interactions is necessary for a continued development of the evaluation of digital competence in students.eninfo:eu-repo/semantics/openAccessjournal article