Contextualized game-based intervention for digital literacy for the Pacific Islands

Abstract

In the digital age, advocating and improving digital literacy is a global challenge. There have been scales developed to measure individuals' digital literacy competencies; however, intervention programs have been only a few. This research paper articulates design details, validity, reliability and effectiveness of a new online modulated digital literacy intervention program (DLIP). For the development of DLIP, digital literacy is stipulated in this research as a universal framework that consists of six different literacies; media, information, technology, computer, visual, and communication literacy. An online module has been designed for each of these six literacies, and the concept of game-based learning has been used to engage the users and secure high user satisfaction. To test the reliability of the intervention, the Kuder- Richardson- 20 (KR-20) test was performed. The developed intervention was deemed to be reliable with the KR-20 value of 0.86. The construct validity was measured using the spearman’s correlation test and since the values for all the constructs were above 0.3, the DLIP was valid. The effectiveness of the DLIP was evaluated by calculating the effect size. The Cohen’s d test was used and the results show that the intervention was moderately effective. Although DLIP has been developed for the Pacific Islands it has global applicability.

Information literacy: a desideratum of the 21st century

“…Advocating information literacy through gamification is also suggested for the Fijian students. A recent study done by (Reddy et al , 2021) showed an initial step of using game-based intervention to improve digital literacy in the Fiji Islands.…”

“…Digital literacy and information literacy are two essential and active components in the South Pacific. Several studies have been conducted on digital literacy in the South Pacific by the current authors (Reddy et al , 2020b, 2021) and studies on information literacy have just revealed the importance of information literacy for South Pacific students (Chief et al , 2014). As indicated in the introduction section of this paper, there is no study conducted on measuring the information literacy competencies of the individuals in the South Pacific.…”

“…In total for the ten questions, the maximum point is 55, and the minimum is 10. The class interval method was used to derive the scale shown in Table 2 and this is adopted from the work of Reddy et al (2021). Six classes were derived; therefore, the overall scores for information literacy were evaluated to 60.…”

Toward global digital literate citizens: A case of Thailand's aging generation

“…However, different authors define digital literacy differently due to the emerging applications and digital technologies. Unlike Gilster (1997), Reddy et al (2021) introduce the digital literacy framework. The digital literacy umbrella encompasses many complex and integrated sub-competencies: media, information, visual, communication, computer, and technology.…”

Rock the Boat! Shaken by the COVID-19 Crisis: A Review on Teachers’ Competencies in ICT

“…However, it requires educators to develop the skills and competencies to perform tasks and solve problems. Digital Literacy (DL) summarizes these aforementioned skills, while also providing the foundation of various measuring scales to rely on while evaluating an educator as digitally literate (Reddy et al, 2020;Reddy et al, 2021). Developing DL among educators will contribute towards the achievement of UNESCO´s GEA mission.…”