Abstract
Objectives The purpose of this study is to examine the impact of tinkering activities as digital literacy practices in general education courses on the digital literacy competencies of university students. Methods To achieve the research objective, 197 students enrolled in a maker general education course at D University in Gyeongsangbuk-do were selected. Among them, 168 students were assigned to the experimental group, and 29 students were assigned to the control group. The experimental group engaged in tinkering activities online for 12 weeks while taking the maker general education course, after completing a pre-test for digital literacy. The control group only participated in the maker general education course and underwent a post-test for digital literacy. Results The post-test digital literacy scores of the experimental group were significantly higher than those of the control group (t=2.280, p=.012), and they were also significantly higher than the pre-test scores of the ex-perimental group (t=2.837, p=.003). Furthermore, an analysis of the differences in digital literacy scores based on students' major, grade, and gender revealed significant differences in gender in the pre-test results of the ex-perimental group (F=4.026, p=.047), as well as a significant interaction effect between major and gender (F=3.101, p=.048). In the post-test results of the experimental group, significant differences were found in digital literacy scores based on gender (F=5.278, p=.023). Conclusions Based on the analysis results, it can be concluded that the incorporation of tinkering activities in uni-versity maker general education courses can contribute to enhancing students' digital literacy levels. The im-provement effects were observed among students with various characteristics, particularly among male students in engineering and fine arts colleges. Therefore, it is necessary to consider the characteristics of participating stu-dents when implementing tinkering activities in each course.
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