Abstract
Objectives The purposes of this study were to examine natural groupings of digital literacy, and to verify whether there is any difference in learning presence and learning flow according to the types of digital literacy clusters.
 Methods For this purpose, a survey was conducted with 492 elementary school students in the metropolitan area. Cluster analysis using the sub-scales of digital literacy was conducted. Then, the differences in learning presence and learning flow among the digital literacy clusters were analyzed using MANOVA.
 Results As for the clusters according to digital literacy, four clusters were found: ‘high digital literacy group’, ‘mid-high digital literacy group’, ‘mid-low digital literacy group’, and ‘low digital literacy group.’ As a result of MANOVA, ‘high digital literacy group’ showed significantly higher scores on learning presence and learning flow than other groups, and ‘low digital literacy group’ showed significantly lower scores.
 Conclusions The results of this study suggest that it is necessary to provide elementary school students with appropriate programs and/or guidelines to enhance their digital literacy.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Korean Association For Learner-Centered Curriculum And Instruction
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
