Application of learning analytics in medical education: Enhancing student digital competences within the STEAM framework

Contemporary higher education, particularly in medical education, faces numerous challenges necessitating the reevaluation of theoretical content development, the redesign of laboratory practices, hospital internships, community engagements, and adapting university life to a digital environment. This study is framed within the STEAM, allowing for a more holistic and multidisciplinary education. Learning Analytics, an emerging discipline, plays a crucial role in this context, offering technological tools to collect and analyze digital interactions in the educational environment. These tools are not just instrumental in enhancing decision-making processes, but also significantly improving student learning and contributing to the development of digital competences. This research, uniquely designed as a quasi-experimental study (pre-test and post-test) with a quantitative approach, aimed to answer the question: What is the relationship between using Learning Analytics tools and developing digital competencies among students of the Faculty of Medical Sciences? The study involved 235 first and fourth-year students in a digital competencies course utilizing Learning Analytics tools. This design was chosen for its ability to provide robust and reliable results. The study provided insights into the demographic characteristics and technological access of first and fourth-year students in the Faculty of Medical Sciences, as well as their self-perception in the following digital competencies: (1) Information and media literacy; (2) Digital communication and collaboration; (3) Digital content creation; (4) Responsible use; and (5) Digital problem-solving. Significant differences emerged between first and fourth-year students regarding their self-perception of digital competencies. Additionally, using Learning Analytics tools significantly and positively correlated with developing these competencies. Furthermore, students expressed positive satisfaction regarding the usability of the tools and the support for autonomous learning.