The Relationship Between Cognitive Absorption and Digital Literacy Skills among Secondary School Students

Year 2022, Volume: 9 Issue: 6, 113 - 129, 01.11.2022

Özlem Canan Güngören , Duygu Gür Erdoğan , Gülden Kaya Uyanık , Tuğba Demirtaş Tolaman

https://doi.org/10.17275/per.22.131.9.6

Cited By: 2

Abstract

This study aimed to reveal the effects of secondary school students’ cognitive absorption levels on their digital literacy. In line with this purpose, the correlational method was used in the study. The study group of the research consisted of 455 secondary school students. The data were collected from students studying in different state schools in Sakarya, Turkey in the 2019-2020 academic year. The data collection tools employed in the study are as follows: the personal information form developed by the researchers, “Cognitive Absorption Scale”, and “Digital Literacy Scale”. In the study, the relationship between the variables of digital literacy and cognitive absorption was investigated through simple correlation and multiple linear regression analyses. In the present study conducted in line with these indicators, the effect of the cognitive absorption levels of secondary school students on their digital literacy was investigated in terms of cognitive absorption factors (curiosity, pleasure, attention, and time). As a result of the analyses performed in the study, it was determined that the variables of curiosity in the first place, pleasure in the second place, and attention in the third place statistically significantly predicted students’ digital literacy status. It was also found that the time variable had no effect on the digital literacy.

Keywords

digital literacy, Cognitive Absorption, 21st century abilities, secondary education.

References

• Agarwal, R.& Karahanna, E. (2000). Time flies when you're having fun: Cognitive absorption and beliefs about information technology usage. MIS Quarterly, 24(4), 665-694.
• Alkali, Y.E. & Amichai-Hamburger, Y. (2004). Experiments in digital literacy. CyberPsychology & Behavior, 7(4). 421-429.
• Atoy Jr, M. B., Garcia, F. R. O., Cadungog, R. R., Cua, J. D. O., Mangunay, S. C., & de Guzman, A. B. (2020). Linking digital literacy and online information searching strategies of Philippine university students: The moderating role of mindfulness. Journal of Librarianship and Information Science, 52(4), 1015-1027.
• Brooks, S., & Longstreet, P. (2015). Social networking’s peril: Cognitive absorption, social networking usage, and depression. Cyberpsychology: Journal of Psychosocial Research on Cyberspace. 9(4).
• Burkhardt, G., Monsour, M., Valdez, G., Gunn, C., Dawson, M., Lemke, C., Couglin, E., Thadani, V. & Martin, C. (2003). enGauge 21st century skills: Literacy in the digital age. Naperville, IL: North Central Regional Educational Laboratory and Mitiri Group.
• Büyüköztürk, Ş. (2006). Data Analysis Handbook for Social Sciences Statistical Research Design-SPSS Applications and Interpretation. Ankara: Pegema Publishing.
• Chandra, S., Srivastava, S. C., & Theng, Y. L. (2012). Cognitive absorption and trust for workplace collaboration in virtual worlds: An information processing decision making perspective. Journal of the Association for Information Systems, 13(10), 797-835.
• Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), 88-108. https://doi.org/10.1080/00461528309529266
• Csikszentmihályi, M. (1990). The domain of creativity. In M. A. Runco and RS Albert(Eds.), Theories of creativity (pp. 190-212). Thousand Oaks, CA, US: Sage Publications, Inc.
• Csikszentmihalyi, M., & Larson, R. (2014). Validity and reliability of the experience-sampling method. In Flow and the foundations of positive psychology (pp. 35-54). Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9088-8_3
• Durodolu, O. O. (2016). Technology acceptance model as a predictor of using information system'to acquire information literacy skills. Library Philosophy and Practice, 1450.
• Dursun, Ö. Ö., & Çuhadar, C. (2015). Cognıtıve Absorptıon Levels Of Socıal Network Users. Trakya University Journal Of Social Science, 17(1).
• Erkuş, A. (2011). Scientific Research Process For Behavioral Sciences. Ankara: Seçkin Publishing.
• Esen, F.S. (2017). A Field Study on the Factors Affecting the Purposes of Social Media Usage (Unpublished doctoral dissertation). Gazi University, Turkey.
• Eshet, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal Of Educational Multimedia And Hypermedia, 13(1), 93-106.
• Fraenkel, J. R. & Wallen, N. E (2006). How to Design and Evaluate Research in Education (6th Ed.). New York: McGraw-Hill.
• Fu, J., & Pow, J. (2011). Fostering digital literacy through web-based collaborative inquiry learning : A case study. Journal of Information Technology Education: Innovations in Practice. 10, 57-71.
• Hague, C., & Payton, S. (2010). Digital Literacy Across The Curriculum. UK: Futurelab.
• Hair J.F., Black W.C., Babin B. J., Anderson R.E.& Tatham R. L.(2006). Multivariate Data Analysis (Sixth Edition). New Jersey: Prentice Hall.
• Hamutoğlu, N. B., Güngören, Ö. C., Uyanık, G. K., & Erdoğan, D. G. (2017). Adapting Digital Literacy Scale into Turkish. Ege Journal of Education, 18(1), 408-429.
• Jones, B., & Flannigan, S. L. (2006). Connecting the digital dots: Literacy of the 21st century. Educause Quarterly, 29(2), 8-10.
• Karasar, N. (1999). Scientific Research Method. Ankara: Nobel Publishing.
• Kurt Vural, F. (2007). Cognitive absorption and acceptance of student teachers related to the web [Unpublished master dissertation]. Hacettepe University, Turkey.
• Kurt, A.A., & Emiroğlu, B.G. (2017). Analysis of students’ online information searching strategies, exposure to Internet information pollution and cognitive absorption levels based on various variables. Malaysian Onliune Journal of Educational Technology 6(1), 18–29.
• Law, N., Woo, D., de la Torre, J., & Wong, G. (2018). A global framework of reference on digital literacy skills for indicator 4.4. 2. UNESCO Institute for Statistics (UIS/2018/ICT/IP/51).
• Leong, P., Ho, C. & Zhang, S. (2005). Understanding Interactivity in Online Learning Environments: The Role of Social Presence & Cognitive Absorption in Student Satisfaction. In G. Richards (Ed.), Proceedings of E-Learn 2005-E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2170-2178). Association for the Advancement of Computing in Education (AACE). Canada: Vancouver.
• Lin, H. (2009). Examination Of Cognitive Absorption İnfluencing The İntention To Use A Virtual Community. Behaviour And Information Technology, 28(5), 421-431. Malone, T. (1981). What makes computer games fun? Proceedings of the Joint Conference on Easier and More Productive Use of Computer Systems.(Part-II): Human Interface and the User Interface.
• Martin, A. (2005). DigEuLit–a European framework for digital literacy: a progress report. Journal of ELiteracy, 2,130–136.
• Meyers, E.M., Erickson, I. & Small, R. V. (2013). Digital literacy and informal learning environments: an introduction. Learning, Media and Technology, 38(4), 355-367.
• 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
• Pace, S. (2003). Understanding The Flow Experiences Of Web Users. (Unpublished doctoral dissertation). The Australian National University. Australia.
• Rambousek, V., Štípek, J., & Vaňková, P. (2016). Contents of digital literacy from the perspective of teachers and pupils. Procedia-Social and Behavioral Sciences, 217, 354-362.
• Roca, J. C., Chiu, C. M., & Martínez, F. J. (2006). Understanding e-learning continuance intention: An extension of the technology acceptance model. International Journal Of Human-Computer Studies, 64(8), 683-696.
• Saade, R., & Bahli, B. (2005). The ımpact of cognitive absorption on perceived usefulness and perceived ease of use ın on-line learning: An Extension of the Technology Acceptance Model. Information and Management. 42(2), 317–327.
• Tabachnick, B. G., Fidell, L. S., & Osterlind, S. J. (2001). Using Multivariate Statistics. Boston: Allyn and Bacon.
• Tanrıverdi, Ö. (2017). Investigation of the relationship between adolescents' cognitive absorption levels and cyber loafing. (Unpublished doctoral dissertation). Marmara University , Institute of Education Sciences , Turkey.
• Tellegen, A., & Atkinson, G. (1974). Openness to absorbing and self-altering experiences (" absorption"), a trait related to hypnotic susceptibility. Journal of Abnormal Psychology, 83(3), 268. https://doi.org/10.1037/h0036681
• Tellegen, A., & Waller, N. G. (2008). Exploring personality through test construction: Development of the multidimensional personality questionnaire. The SAGE Handbook Of Personality Theory And Assessment, 2, 261-292.
• Usluel, Y. K., & Vural, F. K. (2009). Adaptation of Cognitive Absorption Scale To Turkish. Ankara University Journal of Faculty of Educational Sciences, 42(2), 77-92.
• Uyanık, G. K., & Güler, N. (2013). A study on multiple linear regression analysis. Procedia-Social and Behavioral Sciences, 106, 234-240.
• Wakefield, R. & Whitten, D. (2006) Mobile computing: a user study on hedonic/utilitarian mobile device usage. European Journal of Information Systems, 15(3), 292-300.
• Webster, J., & Ho, H. (1997). Audience engagement in multimedia presentations. ACM SIGMIS Database: the DATABASE for Advances in Information Systems, 28(2), 63-77.