The Impact of Augmented Reality-Based Learning Media on Students’ Digital Literacy Skills: A Study on Junior High School Students

[Introduction]: This article argues that digital curation—the art and science of searching, analysing, selecting, and organising content—can be used to promote the development of digital information literacy skills among higher education students. Rather than relying on institutionally approved journal articles that have been pre-ordained as suitable for a given purpose, digital curation tools allow students to evaluate the quality of Web based-based content and then present it in an attractive form, all of which contributes to the cultivation of their digital literacy skills. We draw on a case study in which first- year information and communications technology (ICT) students used the digital curation platform Scoop.it to curate an annotated collection of resources pertaining to a particular topic. The notion of curation has undergone a significant transformation in the wake of an increasingly digital society. To 'curate,' traditionally referred to as 'taking care,' has morphed into a process of cataloguing, accessing, and representing artefacts. In the digital age, curation is a way of sifting, organising, and making sense of the plethora of information; it has become an important life skill without which one cannot fully participate in digital life. Moreover, the ready availability of information, made possible by the ubiquity of Internet technology, makes digital curation an essential skill for the twenty-first 21st century learner. In answer to this need, we are seeing the emergence of suites of digital tools, dubbed ‘curation’ tools, that meet the perceived need to locate, select, and synthesise Web content into open, user-organised collections. With information overload, a distinctive feature of the Internet, the ability to sift through the noise and dross to select high- quality, relevant content—selected on the basis of authority, currency, and fitness-for-purpose—is indeed a valuable skill. To examine this issue, we performed a case study in which a group of first- year Information and Communication Technology (ICT) students curated Web- based resources to inform an assessment task. We argue that curation platforms, such as Scoop.it, can be effective at cultivating the digital information literacy skills of higher education students.

This research is about junior high school students' digital literacy skills. Digital literacy is exposed to all sources connected to the Internet, and digital media is used to show readers about literacy options, either active or passive form reading activity. This research aims to explore junior high school students in their first grade who are 12-13 years old. Junior high school students tend to be exposed to more variance of digital literacies to enjoy a fun environment in learning English. The number of participants here was 67 students. This study registered quantitative research design. The Independent sample t-test and effect size by Cohens were used to measure the effect of low and high students' digital literacy levels. The finding showed that the score was significant, d=3.80>0.8, which showed that digital literacy skills significantly affect students' reading comprehension. Further research should emphasize other skills and specified digital literacy sources in EFL classrooms.

Teaching learners digital literacy skills is a challenging experience for both teachers and learners, especially for learners with visual impairment. The disability, such as visual impairment, comes with its own complexities that make learning digital literacy skills quite difficult. It was in this context, the present study sought to explore how learners with visual impairment were learning, acquiring and developing digital literacy and technical skills in the Zambian secondary school system. The study used a descriptive case study research design supported by qualitative approaches. The sample size was 12 (3 teachers and 9 LwVI). The participants were drawn from special education schools in the district. Homogeneous sampling was used to select teacher participants, while, learners were selected using an expert sampling technique. Data was collected using in-depth interview guides and observation checklists. The data from fieldwork, was analysed using thematic analysis approaches. The findings revealed that LwVI were learning basic digital literacy skills, such as; keyboarding, input and navigation skills, word processing skills, online communication, spreadsheets and digital presentations. On technical skills, it was found that LwVI were being exposed to: hardware and software knowledge; how to apply software skills - online research skills; information management skills; digital content creation; how to use digital media as well as digital collaboration. It was, however, also found that LwVI often faced several challenges in attempting to learn digital literacy and computer technical skills. These ranged from: lack of accessible to assistive technology, resources, difficulties with visually-based online platforms and issues of inadequate collaboration in the teaching and learning of such skills. The study equally, showed that there were socio-economic barriers, teachers' teaching inadequacies, high cost of devices, internet connectivity challenges and electricity outages, which negatively impacted on the teaching and learning of digital skills in the case of LwVI in secondary schools in Zambia. The study concluded that, although findings cannot be generalizable to other areas in Zambia, efforts were being made to expose learners with visual impairment to digital literacy skills in the study schools. This has the potential of enhancing the learning of LwVI with time. The study recommends that schools encourage teachers to use strategies which are more inclusive and sustainable in the teaching of digital literacy skills to LwVI. Additionally, teachers should make efforts to use differented learning to ease access to digital literacy skills among LwVI.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0062/a.php" alt="Hit counter" /></p>

Promoting students’ digital literacy has become a significant challenge for educational authorities and course designers. However, very limited attention has been directed toward junior high school students’ digital literacy in the literature of computer-assisted language learning (CALL). Thus, this mixed-methods study explored junior high school teachers’ and students’ perspectives on the students’ digital literacy level and issues pertaining to it. A total of 364 junior high school students, 20 junior high school teachers, and three Directors of the Ministry of Education of Iran participated in the study. Exploratory factor analysis was run to ensure the construct validity of the questionnaire. The results of the Mann–Whitney U test showed significant differences between the perceptions of the teachers and students. While the students and teachers reported that students had an acceptable level of digital literacy in the interviews, the questionnaire results showed that the students had a low to moderate level of digital literacy. The teachers and students believed that the junior high school students used technology for recreational and non-educational purposes. The junior high school students did not use a wide range of computer applications and software tools. The interview with the Directors of the Ministry of Education depicted that they did not have consensus on the issues related to junior high school students’ digital literacy and that the Ministry did not have clear plans for promoting students’ digital literacy levels. The study proposes implications for the renewal of the English as a foreign language (EFL) curriculum of junior high schools and the integration of CALL in EFL programs in Iran and other similar contexts.

Social studies education is textual learning, and is based on textbooks only, thus providing a lack of digital-based literacy in social studies learning. Where social studies learning must be aware of technological developments and learning media, as an effort to provide interest in learning for students. The tendency so far used by teachers is that social studies learning is only focused on textbooks, without providing innovative learning media that can integrate digitally. Social studies learning will provide literacy skills which are a challenge in the 21st century era, especially in realizing digital literacy skills, one of which is using augmented reality media. The aim of this research is to analyze the improvement of digital literacy skills with augmented reality media in social studies learning for students. The research method used is quantitative through a quasi-experimental research design by applying pretest and posttest instruments carried out by junior high school students. Next, the data was analyzed using SPSS IBM 26 analysis software. The results of this research can be identified that the application of augmented reality media has an impact on increasing students' digital literacy in social studies learning with the level of difference between the control class and the experimental class being quite significant. Through the implementation of augmented reality media, it can increase students' interest in literacy in social studies learning. Therefore, the implementation of augmented reality media can improve students' digital literacy skills in social studies learning quite significantly

This study aims to determine the impact of utilization Computer Assisted Instruction (CAI) based learning media in improving digital literacy skills and student learning outcomes. In this study, data collection used observation sheets to improve students' digital literacy skills through observations of experimental and control groupes. It is known that the score of students' digital literacy skills is 81% in the experimental group, while the control group is 67%, meaning that the criteria for students' digital literacy skills in the experimental group are classified as better. In collecting data to determine the effect of media on student learning outcomes, the Pretest Posttest control group design method is used with a pretest, treatment, and posttest pattern. In practice, 2 groupes are needed as experimental groupes with treatment and control groupes without treatment, and observations are made of students' digital literacy skills during learning activities. From the results of the analysis of student pretests and posttests, it is known that there is an increase in scores in the experimental group as indicated by the average N-Gain value of 57.54%, thus the use of CAI-based learning media is interpreted in the category quite effective in improving student learning outcomes. Then based on the results of the one-way anova analysis for the relationship between the improvement of learning outcomes with digital literacy skills in experimental and control groupes, it is known that the significance value is 0.00 <0.05, as well as the results of the post-hoc test with the Turkey method which shows the significance value between digital literacy and learning outcomes is less than 0.05, which means that the use of CAI-based learning media has an influence on digital literacy as well as student learning outcomes. So it can be concluded that the use of CAI-based media has an impact in improving digital literacy skills and student learning outcomes.

Purpose: Understanding the interaction between digital technology competence and digital literacy is important for improving educational outcomes in the digital age. The purpose of this study is to examine the relationship between teachers' digital technology competencies and digital literacy levels. In addition, the study aims to investigate whether these variables differ significantly based on gender and the education level at which teachers work, and whether digital competence significantly predicts digital literacy. Design/Methodology/Approach: Correlation research model was used in the study and 354 teachers selected from different regions of Turkey by purposive sampling method constituted the sample group. The research data were collected using the ‘Teacher Digital Competence Scale’ to determine the digital competence levels of teachers and the ‘Digital Literacy Scale’ to determine their digital literacy levels. Descriptive statistics and parametric tests were used to analyze the data. Findings: The findings of the study revealed that teachers' digital competence and digital literacy levels were high. While there was a significant difference in terms of digital literacy according to gender variable, no significant difference was observed in terms of digital competence. ANOVA results revealed that there were no significant differences in terms of digital cognitive and technical literacy sub-dimensions and overall digital literacy level according to the education level of the teachers; however, high school teachers had higher digital competence scores compared to primary school teachers. Correlation analysis showed that there is a strong and positive relationship between digital literacy and digital competence. Simple linear regression analysis showed that digital literacy significantly predicted digital competence and explained 45% of its variance. Highlights: As a result of this study, it is recommended that targeted professional development programs focusing on enhancing digital competence and literacy be implemented for teachers, particularly at the primary school level. These programmes should be implemented especially in regions and education levels where digital technology and digital literacy skills are lower. In order to reduce the digital literacy gap between genders, gender-sensitive digital skills development workshops should be organised for teachers and this gap should be prevented from leading to inequalities in digital education. In the light of the finding that digital literacy significantly predicts digital competence, it is important to make digital literacy training compulsory for all teachers.

The use of HOTS skill-based e-learning can be used as one of the ways to provide HOTS skills and digital literacy skills. This study aims to determine the effectiveness of HOTS-based e-learning in improving HOTS skills and digital literacy skills of high school students. This study used a quasi-experimental method. The research design used was non-equivalent control group design. The samples in this study were XI Science class students consisting of 38 people determined by purposive sampling technique. This research was conducted on two classes, namely the experimental class (learning using HOTS-based e-learning) and the control class (learning using e-learning not based on HOTS). The results showed that there was a significant difference in the mean between the experimental and control classes on digital literacy and higher order thinking skills. T test on the value of digital literacy skills of HOTS skills shows the number (2-tailed = 0.000 < α (0.05), which means that there is a difference in the effectiveness of using HOTS-based e-learning with e-learning not based on HOTS to improve students' digital literacy skills. Then the results showed that there was a significant difference in the average high-level thinking skills of students between the experimental class and the control class. Showing the T-test number on the value of digital literacy skills shows the number (2-tailed = 0.000) < α (0.05), it means that there is a difference in the effectiveness of using HOTS-based e-learning with ordinary e-learning to improve students' digital literacy skills. The N-Gain score criteria for using HOTS-based e-learning to improve digital literacy skills fall into the medium category (N-gain = 0.56) and the use of HOTS-based e-learning to improve higher order thinking skills in the medium category (N-gain = 0.83).

The rapid advancement of information technology demands that students possess strong digital literacy and creative skills to navigate the challenges of modern education. As a result, developing a learning model that enhances these two critical areas is essential in contemporary education. This research aims to develop and evaluate the effectiveness of the IMMARA learning model in enhancing students' digital literacy and creativity. Using a Research and Development (R&D) methodology, the study involved validation from four experts in the fields of learning design, content, media, and evaluation, along with trials conducted on Computer Education students at Dehasen University in Bengkulu. The product validation process involved four experts, each specializing in learning design, subject matter, media, and evaluation. Additionally, the research subjects consisted of undergraduate students from the Computer Education program at the Faculty of Teacher Training and Education, Dehasen University of Bengkulu with a total of 30 students in the class. The instruments used in the study included expert validation questionnaires, digital literacy assessments, and creativity evaluation forms. The validation results indicated that the IMMARA model was highly valid, with an average feasibility rating of 98.2%. Effectiveness testing through the Wilcoxon Signed Rank Test revealed significant improvements in students' digital literacy skills between the pre-test and post-test. Furthermore, creativity assessments through interactive multimedia design projects showed notable progress, with an average score classified as "Very Good." Therefore, the IMMARA model has proven to be both valid and effective in promoting 21st-century learning, particularly in improving students' digital literacy and creativity. Based on these findings, it is recommended that the IMMARA model be implemented more broadly across various academic programs and educational institutions to enhance the quality of learning in the digital age.

Objective. This study aims to determine the level of digital awareness, literacy, and proficiency among librarians in Qatar National Library. It seeks to explore the relationship between these variables and how they contribute to service delivery. Additionally, the study aims to formulate an action plan to improve librarians’ digital skills, particularly in digital preservation, digitization, and online services. Methods. The study employed a descriptive-correlational survey method to gather data from selected librarians at Qatar National Library. A structured questionnaire was distributed to assess the respondents' digital awareness, literacy, and proficiency levels. The results were analysed using weighted mean averages and correlation tests to establish the relationships between these variables. Results. The findings revealed that the librarians had a very high level of digital awareness (mean of 3.29), digital literacy (mean of 3.29), and digital proficiency (mean of 3.25). Significant relationships were found between digital awareness and literacy, digital literacy and proficiency, and digital awareness and proficiency. These results indicate that the more aware librarians are of digital technologies, the more proficient they become in applying these skills in library services. Conclusions. Librarians at Qatar National Library are highly aware of and skilled in digital technologies, with a strong correlation between awareness, literacy, and proficiency. However, there remains room for growth in areas such as digitization and digital preservation. Action plans should focus on continuous digital skill development to keep pace with emerging technologies.

This study was conducted in response to the fast advancement of technology which affects the students’ need for digital literacy skills in facing Society 5.0. This article examined the digital literacy development and factors affecting students’ digital skills in the Language and Science Departments of a state Islamic university in Tulungagung, Indonesia. Twelve subjects selected from the survey test of 174 students indicated having a good portrait of digital literacy skills. They were then interviewed in depth. The data were thematically analyzed by adopting a systemic perspective in two different qualitative approaches: cross-checking and linking data from interviews with the data obtained from observation. The results of this study demonstrated that good digital literacy skills are developed from internal factors like strong curiosity towards digital technology, individual desires, and educational needs for digital, students’ preference for digitalization, and keeping up to date through using digital technology. External factors like the student’s environment and lifestyle also contributed to good digital literacy development. This can be pedagogically implemented in teaching language and sciences such as building college OLABS, digital college system, digital-based learning, and digital-based competitions. These proposed instructional programs need further investigation to assess their effectiveness.

Cyberchondria refers to the state of performing repeated and excessive health-related searches on the internet leading to elevated levels of distress or health anxiety. It may have unpleasant consequences such as heightened anxiety, overwhelming information load, and troubled patient-physician relationship. To overcome the negative effects of cyberchondria, several strategies were suggested in the literature. In this chapter, enhancing digital and health literacy skills is presented as an important approach for tackling with undesirable effects of excessive health-related internet use. Basic dimensions of digital literacy are pointed out, as well as digital literacy skills. Health literacy is defined and reviewed in digital literacy framework. E-health literacy is associated with digital literacy. Searching the internet for medical information would deliver its true value through improved digital and health literacy skills. Individuals would accurately evaluate online health information, properly interpret the search results, and take the reasonable steps in applying the acquired knowledge.

The aim of this study was to identify the relationship between the level of digital literacy and self-directed learning among students of Sharif University of Technology. Digital literacy refers to the set of capabilities required for the effective use of information and communication technologies in a knowledge society. Self-directed learning is a process in which people identify their learning needs and implement appropriate learning strategies. Its dimensions are self-management, self-control and desire to learn. Self-management is related to work control issues focuses on the behavioral and social aspects of learning tendencies. Outdoor activities, in this sense, are related to the learning process. Self-management is related to setting learning goals and managing learning resources. Questions about management goal, learning methods, support, and outcomes are discussed collaboratively and continuously. Self-control considers cognitive and metacognitive processes, including the monitoring of learning strategies, as well as the ability to think about the way of thinking (planning and modifying thinking according to the purpose of learning). Self-control is the process by which the learner becomes responsible for his or her own mental construction. The basic concept of the desire to learn dimension is that motivation plays an important role in taking action and maintaining the effort to learn and complete cognitive goals. Despite our limited understanding of the relationship between motivation and cognition, there is ample evidence that motivational factors have many practical effects on a variety of cognitive activities. In his regard, there are five questions as below: Question 1: What is the relationship between the level of digital literacy and students' self-directed learning and its various dimensions? Question 2: What is the relationship between students' gender and digital literacy and their self-directed learning? Question 3: What is the relationship between education and digital literacy and students' self-directed learning? Question 4: What is the relationship between college and digital literacy and students' self-directed learning? Question 5: What is the relationship between students' participation in IT courses and their level of digital literacy? This research is applied in terms of purpose and is a descriptive-survey in terms of data collection method. Is. In this study, Sharif University of Technology students in undergraduate and graduate studies were selected as the statistical population. 8709 students are studying in 13 faculties of this university. The number of male and female students in bachelor's and master's degrees is almost equal. Stratified sampling method was used and 30 students (15 male and 15 female) from each faculty were randomly selected. A total of 390 people were randomly selected of which 195 were female and 195 were male. In order to assess the level of digital literacy of students and their self-directed learning, researcher-made and standard questionnaires were used, respectively. a standard questionnaire was used to assess the self-directed learning of the respondents. This questionnaire is the Fisher standard questionnaire with 40 items that was introduced in 2001. The response scale is the Likert five-choice range (too low = 1 to too high = 5). Score of the self-directed learning variable of each respondent was equal to the median score of items. Since there was not any updated and appropriate questionnaire to measure the level of digital literacy, the researcher decided to design a researcher-made questionnaire with the following steps: 1- Digital literacy reference sources such as Microsoft and North Star companies were used to design the questionnaire. The questions on these websites cover various areas of digital literacy, from beginner to advanced. 2- The questions were modified and localized. The final questionnaire consisted of 25 items that items 1 to 18 measured the digital literacy level of the respondent as a practical test and items 19 to 25 measured the respondents' mental perceptions of their digital literacy level. 3- The questionnaire was revised by 14 experts and professors to ensure its validity 4- Cronbach's alpha test was used to assess the reliability of the questionnaire. The results showed the high reliability of the questionnaire. The results showed that there is a positive and significant relationship between the level of digital literacy and students' self-directed learning and all its dimensions. It can be concluded that the digital literacy of Sharif University of Technology students is not at a very good level. In order to improve its students 'academic achievement indicators, the university can hold various courses to increase students' digital literacy skills.

Technology affects educational institutions like every other field. Higher education institutions, which are the main source of new knowledge creation and dissemination, are now dominated by digital technologies. The acquisition of digital literacy skills, which is among the 21st-century competencies, is possible with the positive attitudes and skills of academics, who are instructors in higher education institutions, towards the use of digital technologies. As role models in strengthening digital literacy, academics should develop themselves in line with strategies that include elements of the digital age and more active learning, and be able to transfer these strategies to educational practices. Otherwise, it will not be possible to increase the quality of education and it is inevitable for academicians to experience career dissatisfaction with the feeling of failure. Despite the importance of the subject, digital literacy of academicians has not been adequately addressed in the literature and the relationship between academics' digital literacy levels and career satisfaction has not been focused. Based on this gap, in this study, the concept of "digital literacy" is handled specifically for academics working in universities operating in Istanbul, Turkey, and it is aimed to contribute to the literature by revealing the relationship between academics' digital literacy and career satisfaction. The cross-sectional survey method, a quantitative research technique, was utilized in the research as a data collection and analysis tool. For this purpose, the data collected through questionnaires from 304 academics with a simple random sampling method were analyzed. As a result of the analysis, it was found that academics' digital literacy explained the career satisfaction variable by 28.1% at a 0.01 significance level. Finally, the significant positive relationship between academics' digital literacy and career satisfaction can be interpreted as that academics who cannot develop digital literacy skills and transfer these skills to teaching environments will not be able to achieve career satisfaction by experiencing a sense of failure because they cannot provide an education in line with the expectations of the digital age. In addition, according to the research findings, it was found that the digital literacy and career satisfaction levels of the academicians differ according to age, working time, academic title, and having a personal web page.

Amid present day’s fast technological development, the incorporation of information technology in teaching and learning can no longer be overlooked. However, the results found that despite the improved digital literacy skills and self-efficacy about ICT among the students of Kot Addu which was the DBGb/rDBG rural and semi-urban students there was have lack of research work that investigates the ways to strengthened the students’ learning outcomes through digital literacy and ICT self-efficacy. The effects of digital literacy and ICT self-efficacy on academic and functional skills of students of secondary Islamic schools in District Kot Addu, South Pakistan. In this quantitative study, the author assesses the participants’ levels of digital literacy, ICT self-efficacy, and functional skills using structured questionnaires on 300 students enrolled in 5 different secondary Islamic schools in the region. The quantitative data was collected using an Administration Questionnaire. The collected data was processed by calculating the percentage distribution of the demographics of the respondents. Cronbach Alpha score and the experts’ opinion was then utilized to establish the validity and reliability of the questionnaire during the pilot test conducted in Kot Addu district. Descriptive and inferential techniques were applied on the data collected from the participants to examine the correlation between the independent measures; digital literacy and ICT self-efficacy to the dependent measures; the academic performance and the functional skills. The findings also show a similar significant positive relationship between the following variables: digital literacy and students’ functional skills, ICT self-efficacy, and academic performance.