Digital Natives Research Articles

Perspectives of Young Digital Natives on Digital Marketing: Exploring Annoyance and Effectiveness with Eye-Tracking Analysis

Currently, there are a wide range of approaches to deploying digital ads, with advanced technologies now being harnessed to craft advertising that is engaging and even tailored to personal interests and preferences, yet potentially distracting and irritating. This research seeks to evaluate contemporary digital advertising methods by assessing how annoying they are to users, particularly when they distract users from intended tasks or cause delays in regular online activities. To pursue this, an eye-tracking study was conducted, with 51 participants navigating a specially designed website featuring seven distinct types of advertisements without a specific content to avoid the effect of ad content on the collected data. Participants were asked to execute specific information-seeking tasks during the experiment and afterwards to report if they recalled seeing each ad and the degree of annoyance by each ad type. Ad effectiveness is assessed by eye-tracking metrics (time to first fixation, average fixation duration, dwell time, fixation count, and revisit count) depicting how appealing an ad is as a marketing stimulus. Findings indicated that pop-ups, ads with content reorganization, and non-skippable videos ranked as the most annoying forms of advertising. Conversely, in-content ads without content reorganization, banners, and right rail ads were indicated as less intrusive options, seeming to strike a balance between effectiveness and user acceptance.

Revolutionizing Banking: The Path to an AI-driven Future with a Special Reference to Union Bank

Banking stands at a transformative crossroads, propelled by technological disruption, shifting consumer dynamics, and the catalytic impact of the COVID-19 pandemic. This research charts the course for a new era in banking business models, introducing a paradigm shift known as 'the AI bank of the future.' Grounded in the advancement of artificial intelligence (AI) technologies, this model offers traditional banks the potential to elevate revenue while reducing costs, ushering in innovative customer engagement approaches. In response to multifaceted challenges, including market valuations, competitive threats from neobanks, and changing customer expectations, traditional banks are urged to become 'AI-first' in strategy and operations. This involves leveraging economies of scale through efficient AI deployment to enhance customer engagement with distinctive experiences and superior value propositions. The research meticulously explores the building blocks of an AI bank, delving into four critical layers: engagement, AI-powered decision-making, core technology, and data infrastructure, and a platform-based operating model. Through a series of articles, the study examines trends, challenges, and requirements for each layer, offering an end-to-end view of the capabilities essential for the AI bank of the future. The articles cover topics ranging from the challenges leading banks to adopt an AI-first approach, a day in the life of a consumer transacting with an AI bank, reimagining customer engagement, to AI-powered decision-making and the modernization of core technology. The final piece discusses the necessity of a platform operating model, emphasizing the deployment of AI and analytics capabilities at scale through cross-functional business-technology platforms. To embark on this transformative journey, bank leaders are advised to formulate strategic goals for the AI-enabled digital age, establish an AI-first vision, and strategically modernize enterprise technology. The research underscores the importance of assessing emerging technologies, prioritizing initiatives aligned with customer needs, and considering partnerships for non-differentiating capabilities while focusing on in-house development for distinct competitive advantages. In conclusion, building the AI bank of the future is envisioned as a pathway to innovation, competitive prowess against digital natives, and sustainable increases in profits and valuations. The research serves as a guiding compass, assisting banks in establishing their vision and crafting a strategic roadmap for this transformative journey into the AI-driven future of banking.

Improving Library Services: From Information Services to Knowledge Services

Digital natives and the alpha-beta generation have different behavior from previous generations when it comes to searching for information. They are more likely to use gadgets in every activity of searching, processing, and sharing information/knowledge. This has implications for how libraries serve them. The importance of appropriate services for digital natives and the alpha-beta generation is because they are the nation’s assets in the future. The SECI model describes how knowledge is disseminated from, by, for, and/or to individuals in an organizational environment. The use of the latest web technology in libraries will further dynamize the organization of knowledge in an institution. This text is in the form of an idea prepared based on a literature review with a qualitative approach, describing how to improve library services from information services to knowledge services. Traditional library services only provide information as desired by the library without any analysis or abstracts beyond the data/information in question. The combination of understanding of ontology, semantics, and SECI models encourages an increase in higher service levels from information services to knowledge services. Knowledge services are developed from a combination of various data/information formats on the same subject linked to each other through multimedia visualization so that users get solutions/knowledge to the problems they are looking for. The development of knowledge services requires several related things, namely: technology architecture design, content, human resources, and future development.
 Keywords: information services, knowledge management, knowledge services, library

Strengthening Religious Literacy as an Effort to Overcome the Moral Degradation of Generation Z in the Digital Era

Generation Z is a group of individuals who grew up in the digital era. Even though digital technology has provided great benefits, there are concerns about moral degradation in this generation. This article discusses efforts to strengthen religious literacy as a step to overcome moral degradation among Generation Z in the digital era. This research method uses a qualitative descriptive approach, with a library method. The results of this research illustrate how the digital era plays an important role today. The tendency of Generation Z, digital natives, to have easy access to various digital content, both positive and negative, has influenced their understanding of moral values. This generation’s exposure to information that is not always in accordance with religious values can cause negative behavioral changes. To overcome this problem, strengthening religious literacy is important in reducing the occurrence of moral degradation in Generation Z. This article also highlights the important role of schools, families, and religious leaders in supporting the strengthening of religious literacy through religious moderation, character education, and the use of digital literacy. With this effort, it is hoped that Generation Z can strengthen their understanding of religious values, strengthen their morals, and become more responsible individuals in facing the challenges of the digital era. Strengthening religious literacy is the basis for forming a generation with moral integrity amidst rapid technological change.
 Keywords: moral degradation, Generation Z, strengthening religious literacy

A bibliometric exploration of infographics as tools for visual literacy in education

The purpose of this paper is to examine how infographics are used in the dynamics of designing or creating in the teaching and learning process. Utilising a bibliometric approach and content analysis, we examined a sample of 760 documents from the Web of Science and Scopus databases with no lower time limit until November 2023. The analyses aimed to identify trends, including main topics, authors, sources, most cited articles, institutional affiliations, and countries in the literature. This bibliometric approach allows for the observation of trends in the educational application of promoting visual literacy through students’ design or creation of infographics in formal and informal learning settings. Initial publications emerged in 2007, gaining momentum from 2014 to the present. The most prolific fields were medical science, chemistry, and computer science. This investigation shows that educational institutions could employ infographics beyond present boundaries to prepare students—particularly Generation Alpha, digital natives—for a data-driven society. Institutions should expand their use of infographics to improve visual literacy and address the changing educational requirements of students in a dynamic learning environment. Overall, this paper provides insights into the readiness of educators and institutions to engage Generation Alpha, the digital natives, through visual literacy and infographics.

Student metacognition in online learning using website hyperlink facilities on Microsoft Team’s platform

Without the ability to analyze their own learning (metacognition), students can find it difficult to manage their educational journey. The good news is, future learning environments on online platforms offer innovative ways to develop these skills, even for those who are digital natives. This study aims to ascertain the effectiveness of online learning by using a website hyperlink-based teaching and learning scenario, especially using the Microsoft Teams platform towards students’ metacognition during online learning. Both metacognition knowledge and awareness (regulation), representing the metacognition, were checked. Coordination systems in learning biology were the chosen topics to be taught in quasi-experimental research using a pretest-posttest nonequivalent control group design. Two classes were selected purposely based on the normality and homogeneity test to have the controlled and experimental classes. We examined the metacognitive knowledge and awareness using tests and questionnaires. We checked the effectiveness of the web hyperlink-based media on students’ metacognition knowledge and awareness using MANOVA Regression analysis and N-Gain scores. Our developed web hyperlink-based media has significantly enhanced students’ cognitive knowledge and awareness.

Examining Junior High School Students’ Personality Factors as Predictive Indices of Adolescent Digital Technology Interaction and Importance

Adolescents considered digital natives, have become increasingly involved in weaving together their offline and online lives before and during the pandemic. The web is an indispensable space for connecting with people and the environment. Hence, their digital use is often related to well-being and risks. Adolescent Digital Technology Interaction and Importance (ADTI) Scale took a different angle in explaining adolescents' focus on their use of digital technology. This tool is a self-report survey administered to 1,322 students from an exclusive boys’ school. Along with the Adolescent Personality Questionnaire (APQ), this study aimed to explore personality factors that are correlated with adolescent digital interaction. Results analyzed using correlation and regression showed APQ Factors were significantly correlated with ADTI and its subscales. Among these factors, some were also shown to be significant predictors of ADTI. Findings imply that personality factors influence how adolescents interact with digital technology.

Student perspectives on health informatics in a medical curriculum: A case study

Introduction: Health informatics (HI) is the study and practice of technology used to improve the quality and efficiency of healthcare. Formal HI teaching lacks visibility in most Australasian medical schools. In this study, medical students collected data from their peers and recent graduates on the teaching and learning of HI to inform development of a needs-based integrated HI curriculum. Methods: This mixed-methods case study of our medical degree program used clinically relevant vignettes to explore student confidence and opinions on HI. Current HI learning was benchmarked against recommendations. Recent graduates from University of Otago Medical School participated in an online survey (n = 26), and five focus group interviews of final-year medical students (n = 17) were carried out by a peer student. Results: More than half of the participants surveyed felt confident in most HI topics, though many were less confident in telemedicine, evaluating electronic resources for patient use, data communication and data storage. Most students recalled learning some HI principles and agreed these should be integrated within their degree. Students highlighted that HI curriculum development should consider students’ self-identity as digital natives and the need for clinically situated, relevant and authentic learning to avoid tensions between theoretical HI concepts and clinical environments. Conclusion: Medical students are critical consumers of potential HI curriculum content and expressed clear preferences for clinically relevant and up-to-date HI content. Key challenges in developing an HI curriculum will be ensuring a student-centered, authentic, contemporary and future-focused curriculum, with relevance demonstrated to digital native students.

Risk of using smartphones while walking for digital natives in realistic environments: Effects of cognitive–motor interference

The effect of using smartphones while walking on the cognitive and physical abilities of the “digital native” generation, i.e., individuals who have grown up in a digital media–centric environment, remains poorly understood. This study evaluated the effects of cognitive–motor interference on the use of smartphones while walking in children and young adults. The study involved 50 individuals from the digital age generation, including 24 children and 26 young adults. The study encompassed three experimental conditions, in which participants were instructed to traverse a distance of 60 m. The initial condition functioned as a control, wherein the participants walked without supplementary stimuli. In the second condition, the participants were provided with explicit instructions to grasp the smartphone device and position it in front of their chest by using both hands. This manipulation introduced a postural component into the experimental setup. The third condition required participants to be ambulatory while concurrently engaging in a cognitive task, namely, participating in a game that necessitated focused attention. Gait parameters were obtained by using inertial measurement unit sensors. Subsequently, the acquired gait characteristics were converted into dual-task costs (DTC). In the cognitive condition, children exhibited significantly greater DTC values for gait speed (76%), stride length (79%), stride time (102%), and stride length coefficient of variation (CV) than the young adults (p < 0.025). Moreover, as shown by the increased CV, a significant association exists between poor performance in smartphone games among children and increased variability in stride length. In children, the DTC of stride time CV decreased as smartphone game scores increased (R2 = 16.5%), and the DTC of stride length CV decreased more markedly as smartphone game scores increased (R2 = 28.2%). In conclusion, children are at a higher risk of pedestrian accidents when using smartphones while walking compared to young adults.

‘Connective Alignment’ as the Educational Approach for Higher Education in the Digital Age

Most students in higher education at present are ‘digital natives.’ They use technology in every facet of their life, including their education. They learn from formally organised courses as well as from informal learning. Hence, informal learning has been identified as crucial for the sustainability of higher education in the current global context. Technology facilitates informal learning and, thus, has made substantial changes in how learning occurs in modern age learners. These changes that occurred in the learning process due to the influence of technology should be addressed by the educational approaches used in higher education to achieve the best outcomes in relation to the academic performance of students and students’ satisfaction. This commentary presents an educational approach: ‘Connective Alignment’ for higher education in the digital age, which can fulfil the learning needs of the learners in this digital age.

Student’s Entry Requirement System: An Initiative to Ease Enrollment Process By IJISRT

Today’s generation is considered as computer age. A lot of automated systems were developed to make one’s life easier and more comfortable to live with. As digital natives wanted to develop a software which could somehow help the Tario-Lim National Memorial High School of Tibiao, Antique, so does the students. This study developed a Student’s Entry Requirement System of the Tario-Lim National Memorial High School of Tibiao, Antique which aimed to make the manual based entrance application into an automated one. This study was composed of five chapters. Chapter 1 deals with the Introduction with a sub-topics, Background of the study, statement of the problem, assumptions, paradigm of the study, conceptual framework of the study, significance of the study, definition of terms and the scope and delimitation of the study. Chapter 2 was the Review of Literature and Related Studies. Chapter 3 defines the Methodology which deals with the Research Design, the Development of the study which is composed of seven (7) stages, the sample and the instrument used to evaluate the study. Chapter 4 was the Presentation, Analysis and Interpretation of Data which is presented in tabular form, analyzed and interpreted based on the appropriate statistical tools. It was in Chapter 5 were the summary, findings, conclusions and recommendations were done and performed. This study could be used by next generation’s IT Researchers.

Understanding switching intentions between traditional banks and Internet-only banks among Generation X and Generation Z

PurposeThis study aims to understand the reasons for individuals switching from traditional banks to Internet-only banks and examine how switching intentions differ between Generation X and Generation Z. Notably, Generation Z, being digital natives, exhibits distinct characteristics compared to Generation X, who often referred to as digital immigrants. Given the technology-driven nature of Internet-only banks, a multi-group analysis between these two generations was conducted.Design/methodology/approachThis study utilizes Bansal’s push–pull–mooring model as a framework to analyze switching intention. The study collected survey data from 383 Korean participants, consisting of 198 participants from Generation Z and 185 participants from Generation X.FindingsThe findings indicate that low satisfaction and discomfort are factors that push people to leave traditional banks. Specifically, Generation Z shows a significantly higher inclination to leave traditional banks due to discomfort. On the other hand, relative advantage, compatibility, observability and trialability are factors that pull people to switch to Internet-only banks. Generation X is more likely to consider adopting Internet-only banks when compatibility is high and complexity is low.Originality/valueThis study is the first to explore unique motivators for Generation Z, such as their discomfort with interpersonal interactions in the retail banking sector. These findings challenge earlier research emphasizing human interaction’s importance in technology adoption, offering insights into their future adoption of contactless services.

Online Health Information Seeking and Preventative Health Actions: Cross-Generational Online Survey Study.

The popularity of online health information seeking (OHIS) has increased significantly owing to its accessibility and affordability. To facilitate better health management, it is essential to comprehend the generational differences in OHIS behavior and preventative health actions after seeking online health information (OHI). This study investigates the variations in OHIS and engagement in preventative health actions between 2 generations based on their technology use (digital natives [aged 18-42 years] and digital immigrants [aged ≥43 years]). Additionally, this research explores the mediating role of OHIS types on the generational effect on preventative health actions and the moderating role of OHI search frequency, gender, and the presence of chronic diseases on the generational effect on OHIS types and preventative health actions. A preregistered online survey was conducted on the Prolific online data collection platform using stratified sampling of 2 generations (digital natives and digital immigrants) from the United States in November 2023. Overall, 3 types of OHIS were collected: health wellness information search, health guidance information search, and health management information search. A 1-way analysis of covariance tested the generational differences in types of OHIS and preventative health actions, and a 2-way analysis of covariance tested the moderating role of OHIS search frequency, gender, and the presence of chronic diseases using 7 control variables. The PROCESS Macro Model 4 was used to conduct mediation analyses, testing OHI search types as mediators. Linear regression analyses tested age as a predictor of OHIS and preventative health actions. The analysis of 1137 responses revealed generational differences in OHIS. Digital natives searched for health wellness information more frequently (P<.001), whereas digital immigrants searched for health guidance (P<.001) and health management information (P=.001) more frequently. There were no significant differences between the 2 generations regarding preventative health actions (P=.85). Moreover, all 3 types of OHIS mediated the relationship between generational differences and preventative health actions. Furthermore, as people aged, they searched for significantly less health wellness information (P<.001) and more health guidance (P<.001), and health management information (P=.003). Age was not a significant predictor of preventative health actions (P=.48). The frequency of OHI searches did not moderate the effect of generations on OHIS types and preventative health actions. Gender only moderated the relationship between generation and health guidance information search (P=.02), and chronic diseases only moderated the relationship between generation and health wellness information search (P=.03). To the best of our knowledge, this study is the first to explore how 2 digital generations vary in terms of searching for OHI and preventative health behaviors. As the older adult population grows, it is crucial to understand their OHIS behavior and how they engage in preventative health actions to enhance their quality of life.

Essential Capabilities for Successful Digital Service Innovation at the Bottom of the Pyramid

Several firms worldwide that attempted to penetrate the bottom of the pyramid (BOP) with digital service innovations have encountered disappointing returns. This article explores what capabilities firms should develop and how they should nourish them for value creation at the BOP. Using the multiple-case method, this study inductively derives persuasion, co-creation, adaptation, and self-sustainability as essential capabilities. Cumulative maneuvering of these capabilities resulted in a sand cone model. Both established incumbents and digital natives benefit from this model, which enables them to safeguard their digital offerings while penetrating or expanding within BOP markets.

Synergy of Positive Emotional Stimuli and Education Technologies in JobLab English Speaking Development for Graduates

This study delves into the effectiveness of integrating the PERMA model, emphasising the synergy of positive emotional stimuli and education technologies satisfying digital natives daily within JobLab's framework for FLA (Foreign Language Acquisition) development among graduate students. The research methodology combined qualitative and quantitative data. With a focus on nurturing holistic well-being and language proficiency, this research involves forty-six students divided into an experimental group (N=23) with an innovative approach and a control group (N=23) following traditional teaching methods. Pre/post-observations and student self-assessment questionnaires FLCAS (Foreign Language Classroom Anxiety Scale) were utilised to assess the impact of the intervention. Statistical analysis using established software revealed notable improvements in English-speaking proficiency among the experimental group, emphasising the significance of the PERMA model's integration in JobLab. Results indicated improved professional English language learning performance for the experimental group with the positive emotional stimuli and technology integration approach, highlighting the potential for cultivating proficient communicators among graduates.

Digital immigrants: Leveraging the technology acceptance model to increase digital literacy in older adults

AbstractIn “Digital Immigrants: Leveraging the Technology Acceptance Model to Increase Digital Literacy in Older Adults,” the authors delve into the vital importance of digital literacy for supporting older adults in living independently and staying connected with their community. They explore how the Technology Acceptance Model (TAM), which emphasizes the perceived usefulness of technology, can be effectively used to encourage older adults to embrace digital tools. The article highlights that well‐designed technology training can do much more than help older adults live independently; it can also significantly enhance their connections with family, friends, healthcare providers, and community services. Additionally, it offers practical guidelines for creating effective technology training programs that empower older adults to lead more connected, independent, and enriched lives.

Digital Competencies and their Impact on Public Servants' Productivity in Peru

In an increasingly digitized environment, with a heavy reliance on Information and Communication Technologies (ICT), the significance of digital competencies (DC) in the public sector is undeniably crucial. This study focuses on assessing the impact of DC on the productivity of public servants in a governmental entity in Peru during 2022. Utilizing logistic regression analysis on a sample of 134 participants, and asserting a 99% confidence level with a 3.8% margin of error, it is concluded that DC accounts for a significant proportion (24.9%) of productivity variability. The analysis identifies a deficiency in DC among older public servants, following an examination of skills in information, communication, creation, digital security, and digital empathy. While communication sk ills are prominent, creative abilities emerge as the most vulnerable aspect. This study advocates for the implementation of a training program aimed at enhancing DC, with a particular emphasis on creative skills, and adopting a tailored approach for digital natives and immigrants. The training plan should be underpinned by the proposed concept of DC within a directed acyclic diagram, illustrating the integration and interrelation of the five key digital skills - information, communication, creation, digital security, and digital empathy - thereby enhancing productivity through increased effectiveness and efficiency

Features of digital competence of schoolchildren and students and the specifics of their use of the Internet for educational purposes

Introduction. Modern adolescents can spend from 5 to 8 hours a day on the Internet. As a result, the distinction between the digital and real world is gradually blurring. On the other hand, there are only conflicting studies on how digital competence develops and how it is linked to academic activities among students and teachers. Therefore, the purpose of our research is to identify the characteristics of digital competence among pupils and students, as well as the specifics of their use of the Internet for learning objectives. Materials and methods. The methodological basis of the study consists of survey techniques: a questionnaire regarding Internet usage, a questionnaire on the frequency of utilizing the Internet for educational purposes, and a questionnaire on the Index of Digital Competence (Soldatova et al., 2013). An analysis of 606 respondents' results is presented in the article. The questionnaires described above were included in specially created Google Forms filled out by 275 schoolchildren and 331 students. Statistical analysis was carried out using the Python programming language and included descriptive statistics, exploratory factor analysis, and binary regression analysis. Results. Exploratory factor analysis showed that more developed digital competence of pupils is associated with a higher frequency of use of such educational web activities as modeling experiments in the digital environment and participation in online competitions, even if digital knowledge and skills can also be used for noneducational purposes (factor 2). Students, as factor 3 describes, more often search for information on the web and use the Internet for educational purposes. Regression analysis revealed: despite the fact that schoolchildren declare that they less often use the Internet for educational purposes (p &lt; 0,001), they use educational web activities in a more diverse manner: they watch video lessons (p &lt; 0,001), use tests and simulators for self-testing (p &lt; 0,001); take part in online competitions (p = 0.00). Students, in turn, report using web searches more often (p = 0.02) and watching movies for educational purposes (p &lt; 0,001). Also, schoolchildren have a higher declared level of some indicators of digital competence (p ≤ 0.01) compared to students. Conclusion. The conducted research contributes to drawing up a portrait of the digital natives. Future research could focus on identifying actual digital skills. The results of this work can be used in educational practice to develop effective methods for improving the digital competence of schoolchildren and students.

Understanding Digital Natives Learning Experience through Japanese Language Exam at Nihongo Tesuto Bunkasai Competition by PGBJ Jabodetabek in 2023

Integrating technology into Japanese language education has revolutionized the methods of instruction and learning. Especially while instructing the present generation known as digital natives. Educational institutions need to incorporate technology as a tool for teaching and learning due to the close relationship between digital natives and technology. This research aims to assess the utilization of the web-based test (SHIGURU) during the 2023 Bunkasai events organized by PGBJ-SMK (Forum of Japanese Language Teachers for Vocational High Schools) within the area of Jabodetabek (Jakarta, Bogor, Depok, Tangerang, Bekasi). This study employs a descriptive research methodology that incorporates both quantitative and qualitative approaches. Data can be collected through direct observation, questionnaires, and interviews. The study utilized primary and secondary data sources, which were examined through triangulation procedures. This study examines the benefits and drawbacks of utilizing shiguru and delves into a comprehensive comprehension of how the digital generation acquires knowledge and how Japanese language education should incorporate pedagogical principles and practices to cater to the requirements of digital natives in contemporary Japanese language education.

Integrating QuickBooks® in financial accounting classrooms: evidence from the UAE

ABSTRACT The surge in technology adoption has transformed students into ‘digital natives’ who require innovative teaching methods to enhance their engagement and learning. This paper investigates the impact of integrating QuickBooks®, an accounting mobile app, on students’ learning, engagement, and interest in the course. It utilizes a survey questionnaire and focus group design to collect data from a sample of 160 undergraduate financial accounting students at a leading public university in the UAE. The findings reveal that students positively viewed the use of QuickBooks® on their learning experience. Students reported enhanced class engagement and interest in the course, which was otherwise viewed as generally dull. Using QuickBooks® in solving assessments was perceived more effective relative to pen-and-paper assessments and during uncertain times. This paper contributes to the literature on the impact of mobile technology in accounting education and suggests innovative tools to enhance the graduate attributes and employability for educators’ consideration.