A Framework for Enhancing Digital Literacy through Interactive Computer Education Models

Thesis Abstract

In an increasingly digital era, the gap in digital literacy among learners presents significant challenges for equitable access to information and participation in the digital economy. This study addresses the pressing need for effective instructional frameworks that leverage interactive computer education models to enhance digital literacy, particularly within higher educational contexts. The primary aim is to develop and validate a comprehensive framework that integrates interactive pedagogical strategies to improve digital skills among undergraduate students. The specific objectives include identifying the key components of effective interactive models, evaluating their impact on learners’ digital competencies, and proposing an adaptable framework for implementation in diverse educational settings. The research adopts a mixed-methods design, combining qualitative and quantitative approaches to provide both breadth and depth of understanding. The quantitative component involves a quasi-experimental design with a pre-test and post-test control group involving a sample of 300 undergraduate students from three universities. The participants were selected through stratified random sampling to ensure representation across disciplines. Data collection was facilitated via validated instruments a Digital Literacy Assessment Scale (DLAS) and a structured questionnaire capturing perceived usability and engagement levels. Qualitative data were obtained through semi-structured interviews and focus group discussions with 30 instructors and 50 students, aiming to explore perceptions and experiences related to interactive learning models. Data analysis employed descriptive statistics, paired-sample t-tests, and multiple regression analysis to assess the impact of the proposed interactive framework on students’ digital skills development. Thematic analysis was used to interpret qualitative data, revealing nuanced insights into learner engagement, instructional effectiveness, and technological accessibility issues. The study also applied relevant theories, including Vygotsky’s Social Development Theory and the TPACK (Technological Pedagogical Content Knowledge) framework, to underpin the development of the interactive model and ensure its pedagogical relevance. Expected findings indicate that the integration of interactive computer education models significantly enhances digital literacy levels among undergraduate learners, with statistically meaningful improvements demonstrated through comparative analysis of pre- and post-test scores (p < 0.01). The model’s effectiveness is anticipated to be mediated by increased learner engagement, perceived usefulness, and self-efficacy, as indicated by regression analysis showing significant predictive relationships. Qualitative findings are expected to highlight key instructional features such as multimedia use, gamification, collaborative tasks, and adaptive learning pathways contributing to increased motivation and autonomous learning. Identified barriers include technological infrastructure limitations and varying levels of digital readiness among students. This study contributes to knowledge by offering a rigorously validated, contextually adaptable framework for integrating interactive computer education models explicitly aimed at digital literacy enhancement. It advances existing pedagogical theories by empirically demonstrating the effectiveness of interactive strategies within digital literacy instruction and offers practical guidelines for educators, policymakers, and curriculum designers. The main conclusion emphasizes that the strategic application of interactive models rooted in sound pedagogical and technological principles can substantially improve digital literacy outcomes. Recommendations include integrating the proposed framework into existing curricula, investing in technological infrastructure, and providing targeted professional development for educators. The study also advocates for further longitudinal research to assess the sustained impact of the framework on learners’ digital competencies across different educational levels and contexts.