Research Article
Marina R. Zheltukhina, Olga V. Sergeeva, Vagiz G. Gimaliev, Dmitry V. Astakhov, Ekaterina G. Sokolova, Natalya V. Chernikova
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep675
ABSTRACT
This study aims to examine the relationship between university students’ digital literacy skills, their levels of social media addiction, and their attitudes toward social media use. A quantitative research method was employed, utilizing a correlational survey design. The sample included a total of 412 students from three different universities who responded to online forms. Data were collected using three standardized measurement tools in addition to a participant information form: the Bergen social media addiction scale, the social media attitude scale, and the digital literacy scale. The data were analyzed using SPSS and the adapted PROCESS macro version 4.2. Independent samples t-test, analysis of variance, Pearson correlation analysis, and moderation analysis were conducted. The findings reveal that students’ positive attitudes toward social media may increase their levels of social media addiction, whereas higher levels of digital literacy appear to reduce addiction. Furthermore, it was determined that social media attitude positively affects digital literacy, and digital literacy has a suppressive effect on social media addiction. Analyses based on gender, academic year, and field of study indicate that male students exhibit higher levels of digital literacy and more positive attitudes toward social media; engineering students demonstrate greater competence in digital skills; and digital literacy improves significantly as academic level increases. In this regard, it is recommended that university administrations implement educational programs aimed at enhancing digital literacy and develop supportive interventions, particularly for first-year and social sciences students. Promoting content that encourages students to use social media in a more conscious, productive, and critical manner may be beneficial for both reducing addiction and increasing digital competence. Additionally, future research should support quantitative findings with qualitative data, replicate studies across different cultural contexts, and incorporate current variables related to the use of technological tools into the model.
Keywords: digital literacy, social media addiction, student attitudes, technology use, digital behavior
Research Article
Muhammad S Bawa’aneh
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep304
ABSTRACT
In the current circumstances, the second wave of COVID-19 Pandemic is spreading and we seem to have to live longer with most of the urgent measures taken in early 2020 to fight the spread out of the pandemic; of which is school closure. The present study aims at investigating students’ satisfaction, attitudes and challenges in UAE public schools during the distance learning time of the third trimester of the academic year 2019-2020. The study also aims to measure differences of satisfaction level, attitudes, and challenges across gender and geographic places of residence within the UAE. Data collection started eight weeks after the commencement of the distance learning process and continued for two weeks. The first eight weeks that preceded data collection witnessed a continuous update of the, previously rich and well established, educational plans in line with continuous development plan for students and instructors that included intensive training for students and instructors on the use of up-to-date educational technologies. That has reflected on the results of the study, where the student satisfaction level, attitudes and challenges were found to lie within the “strong” category indicating high satisfaction level, positive attitude, and minimum faced challenges, with statistically significant differences in the mean across gender and residency for some cases. Such positive result is directly related to the fact that students of the UAE public schools were partially exposed to electronic learning even before the pandemic, the tremendous efforts of the ministry of education to guarantee smooth transfer to full distance learning after the outbreak of the pandemic, and the well established infrastructure of the country.
Keywords: student satisfaction, student attitudes, student challenges, distance learning, e-learning, virtual classes, COVID-19
Research Article
Zhwan Dalshad Abdullah, Azidah Bit Abu Ziden, Rahimi Binti Chi Aman, Khalid Ismail Mustafa
CONT ED TECHNOLOGY, Volume 6, Issue 4, pp. 338-354
ABSTRACT
The present quantitative study aims to find out the underlying factors of attitudes towards information technology and the relationship with academic achievement among students, through a self-developed questionnaire. The attitudes of the respondents were assessed in terms of three dimensions; namely affection, behavior, and belief. The results revealed a statistically significant difference between Arts and Science students in terms of their attitude towards IT in favor of Science students, and also proved that there was no statistically significant correlation between students' academic achievement and their attitudes towards IT. While students at the medium level of academic achievement tended to score higher on the affection toward IT comparing with students at the satisfactory level of the academic achievement. The results of this study provide information for policy makers, and the researchers who are interested in understanding the factors that affect technology use by students in their learning.
Keywords: Student attitudes, Information technology, Academic achievement, Students’ disciplines