The impact of interactive learning and self-regulated learning on digital literacies development in primary school students

Supot Rattanapun; Xiaoyu Wu; Alan White; Tubagus Darodjat

doi:10.30935/cedtech/17865

Supot Rattanapun ¹ ^* , Xiaoyu Wu ¹, Alan White ¹, Tubagus Darodjat ¹

More Detail

CONT ED TECHNOLOGY, Volume 18, Issue 1, Article No: ep625

https://doi.org/10.30935/cedtech/17865

Submitted: 25 May 2025, Published Online: 04 February 2026

OPEN ACCESS 30 Views 12 Downloads

Download Full Text (PDF)

Abstract

This study investigates the impact of self-regulated learning (SRL) and interactive learning (IL) on the development of information literacy among primary school students in Guizhou, China. Grounded in social constructivism and SRL theory, the research employed a mixed-methods design comprising instrument development, psychometric validation, and a cross-sectional survey. Data were collected from 223 full-time primary school teachers across five public schools in Kaili City, supported by open-ended responses to enrich interpretation. The findings demonstrate that SRL is the strongest predictor of students’ competencies, significantly influencing digital literacy (β = 0.53), research skills (β = 0.48), and ethical awareness (β = 0.41). IL also contributed positively, particularly to research skills (β = 0.25), though its effects on digital literacy and ethical awareness were comparatively weaker. Notably, SRL and IL together produced a synergistic effect on digital literacy, underscoring the complementary roles of individual autonomy and collaborative interaction. Ethical awareness, however, showed the weakest association with both approaches, highlighting the need for dedicated ethics instruction beyond general pedagogical strategies. These results contribute theoretically by positioning SRL as a meta-competency for information literacy development and clarifying the conditional role of IL. Practically, they provide guidance for integrating SRL training, strategically applying IL, and strengthening ethics-focused curricula to prepare students for the demands of 21^st century digital learning environments.

Keywords: information literacy, self-regulated learning, digital literacy, research skills, ethical awareness, primary education

References

ACRL. (2015). Framework for information literacy for higher education. American Library Association. https://www.ala.org/acrl/standards/ilframework
Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology, 96(3), 523–535. https://doi.org/10.1037/0022-0663.96.3.523
Azevedo, R., Moos, D. C., Johnson, A. M., & Chauncey, A. D. (2010). Measuring cognitive and metacognitive regulatory processes during hypermedia learning: Issues and challenges. Educational Psychologist, 45(4), 210–223. https://doi.org/10.1080/00461520.2010.515934
Bahri, A., Aswan, A., & Samsu, N. (2024). The relationship between students’ perception to the learning media, digital literacy skills, and self-regulated learning with students’ learning outcomes in the rural area. Journal of Technology and Science Education, 14(2), 588–606. https://doi.org/10.3926/jotse.2513
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287. https://doi.org/10.1016/0749-5978(91)90022-L
Bebeau, M. J. (2002). The defining issues test and the four component model: Contributions to professional education. Journal of Moral Education, 31(3), 271-295. https://doi.org/10.1080/0305724022000008115
Chen, P., Chavez, O., Ong, D. C., & Gunderson, B. (2017). Strategic resource use for learning: A self-administered intervention that guides self-reflection on effective resource use enhances academic performance. Psychological Science, 28(6), 774-785. https://doi.org/10.1177/0956797617696456
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
Head, A. J., & Eisenberg, M. B. (2010). Truth be told: How college students evaluate and use information in the digital age. Project Information Literacy. https://doi.org/10.2139/ssrn.2281485
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Istifci, I., & Goksel, N. (2022). The relationship between digital literacy skills and self-regulated learning skills of open education faculty students. International Journal of Research in Education and Science, 8(1), 35-50.
Jones, L. M., & Mitchell, K. J. (2016). Defining and measuring youth digital citizenship. New Media & Society, 18(9), 2063-2079. https://doi.org/10.1177/1461444815577797
Kayaduman, H., Uzunboylu, H., & Yildiz-Durak, H. (2022). The relationship between students’ digital literacy levels and their self-regulation skills in online learning. Innovations in Education and Teaching International, 59(6), 664-675. https://doi.org/10.1080/14703297.2022.2113113
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
Kohlberg, L. (1984). Essays on moral development: Vol. 2. The psychology of moral development. Harper & Row.
Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). Risks and safety on the internet: The perspective of European children. LSE Research Online. https://eprints.lse.ac.uk/33731/1/Risks%20and%20safety%20on%20the%20internet%28lsero%29.pdf
Lloyd, A. (2005). Information literacy: Different contexts, different concepts, different truths? Journal of Librarianship and Information Science, 37(2), 82-88. https://doi.org/10.1177/0961000605055355
Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411-427. https://doi.org/10.1007/s10648-008-9082-7
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065-1078. https://doi.org/10.1016/j.compedu.2012.04.016
Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198-215. https://doi.org/10.1016/j.ijer.2005.07.001
OECD. (2019). OECD skills outlook 2019: Thriving in a digital world. OECD Publishing. https://doi.org/10.1787/df80bc12-en
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006-x
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Rest, J. R., & Narváez, D. (1994). Moral development in the professions: Psychology and applied ethics. Lawrence Erlbaum Associates.
Rest, J. R., Narvaez, D., Bebeau, M. J., & Thoma, S. J. (1999). Postconventional moral thinking: A neo-Kohlbergian approach. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410603913
Saleh, A., & Hasanuddin, A. (2024). Implementation of coaching methods to decrease parenting stress among teenage mothers in Indonesia: A quasi-experimental study. Belitung Nursing Journal, 10(2), 192-200. https://doi.org/10.33546/bnj.3071
Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32(4), 195-208. https://doi.org/10.1207/s15326985ep3204_1
UNESCO. (2013). Global media and information literacy assessment framework. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000224655
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Walton, G., & Hepworth, M. (2011). A longitudinal study of changes in learners’ cognitive states during and following an information literacy teaching intervention. Journal of Documentation, 67(3), 449-479. https://doi.org/10.1108/00220411111124541
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7

Citation

Rattanapun, S., Wu, X., White, A., & Darodjat, T. (2026). The impact of interactive learning and self-regulated learning on digital literacies development in primary school students. Contemporary Educational Technology, 18(1), ep625. https://doi.org/10.30935/cedtech/17865

Rattanapun, S., Wu, X., White, A., and Darodjat, T. (2026). The impact of interactive learning and self-regulated learning on digital literacies development in primary school students. Contemporary Educational Technology, 18(1), ep625. https://doi.org/10.30935/cedtech/17865

Rattanapun S, Wu X, White A, Darodjat T. The impact of interactive learning and self-regulated learning on digital literacies development in primary school students. CONT ED TECHNOLOGY. 2026;18(1), ep625. https://doi.org/10.30935/cedtech/17865

Rattanapun, Supot, Xiaoyu Wu, Alan White, and Tubagus Darodjat. "The impact of interactive learning and self-regulated learning on digital literacies development in primary school students". Contemporary Educational Technology 2026 18 no. 1 (2026): ep625. https://doi.org/10.30935/cedtech/17865

Rattanapun, Supot et al. "The impact of interactive learning and self-regulated learning on digital literacies development in primary school students". Contemporary Educational Technology, vol. 18, no. 1, 2026, ep625. https://doi.org/10.30935/cedtech/17865

Rattanapun S, Wu X, White A, Darodjat T. The impact of interactive learning and self-regulated learning on digital literacies development in primary school students. CONT ED TECHNOLOGY. 2026;18(1):ep625. https://doi.org/10.30935/cedtech/17865