The purpose of this study is to investigate undergraduate students’ knowledge and practice of eight of the nine elements of digital citizenship: digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibility, digital health and wellness and digital security. The sample population for this descriptive study comprised 204 undergraduate students selected by purposeful sampling. The results show that undergraduate students have an insufficient level of knowledge about good digital citizenship. A significant number of undergraduate students do observe eight digital citizenship elements through several ethical practices; however, the study revealed several concerns among participants in regards to security and safety, such as verifying the reliability and credibility of digital resources, checking the accuracy of information on the Internet, interpreting laws and penalties related to using digital resources, reporting irresponsible behaviour to the appropriate authorities and limiting the time and duration of daily digital device use. The results of this study show that an individual’s extent of experience using the Internet is not a factor that affects the level of knowledge and practice of digital citizenship among undergraduate students. Conversely, the nature of academic specialisation, particularly technology-heavy courses (e.g. Educational Technology), are among the factors that affect the knowledge and practice of good digital citizenship. This article offers several recommendations for future study, policy development and practice.

This study aims to develop a model to examine the influence of excessive mobile application (app) texting on technostress and academic writing skills in the Arabic language among undergraduates in higher education. In this study, the person-technology (P-T) fit model was used as a means of exploring the effect of excessive mobile app texting on students' levels of technostress and the influence of these factors on their academic writing skills. The sample was comprised of 235 undergraduate students who were selected by random sampling. The study proposed a model comprised of several factors that assist in answering the study questions. These factors are the following: 'excessive mobile apps texting', 'technooverload', 'techno-invasion', 'techno-complexity', 'accuracy', 'clarity', 'cohesiveness', and 'vocabulary'. A developed questionnaire was employed as the main data collection method to obtain relevant information regarding excessive mobile app texting, mobile technostress, and students' academic writing skills. A quantitative research method via structural equation modeling (SEM) was used to analyze the data. The results showed that excessive mobile app texting and mobile technostress, including techno-overload, techno-invasion, and techno-complexity, have negative influences (through both direct and indirect effects) on students' academic writing skills, including accuracy, clarity, cohesiveness, and vocabulary. Several pedagogical and technical implications are suggested at the end of this study.

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The current study aims to investigate the crucial factors that influence the behavioral intentions of students to use distance education platforms (DEPs). The tested Davis Expanded Technology Acceptance Model (TAM) was applied with Bandura’s social cognitive theory (SCT). This study included 453 university students using DEPs in the Kingdom of Saudi Arabia. A quantitative approach was adopted, and the results revealed that both perceived ease of use and usefulness have a strong influence on student intentions to use DEPs. Observational learning and computer self-efficacy also strongly influence perceived ease of use, and learner control with scaffolding was shown to significantly influence perceived usefulness. Moreover, the results confirmed the significant effect of perceived ease of use on perceived usefulness. Accordingly, the results provide valid support for an integrated framework including both TAM and SCT to understand how students may accept DEPs to improve their educational performance. This integration would help the decision-makers who are responsible for managing these platforms to assess the real needs of students at all higher education institutions.

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