Self-perception Scale on Videoconferencing in University Students

Teaching and learning modalities have evolved favorably with the inclusion of ICT as synchronous learning systems. The aim of this research was to construct a self-perception scale in students using the Teams videoconferencing system for online classes. The study had a quantitative approach with a non-experimental design and was conducted at a private management university in southern Peru, where a non-random sample N = 280; (48.7% hombres, 52.3% mujeres) of undergraduate students from 5 professional careers developed at a distance was selected. An exploratory factor analysis (FA) and confirmatory factor analysis (CFA) were conducted to determine the psychometric properties of the instrument. The EFA with a principal components extraction method and varimax rotation yielded 3 factors: psychopedagogical, interactivity, and technological aspects. The proposed model was confirmed through CFA, showing good fit indices (x2 = 0.001; CMIN/DF = 1.54; CFI = 0.98; TLI = 0.97, NFI = 0.95; RMSEA = 0.04). The study confirms the empirical support of the proposed model as it explains 50% of the total variance with an α=0.83 and could be used within the Peruvian educational context for higher-level students.