TY - JOUR
T1 - The impact of literacy on intention to use digital technology for learning
T2 - A comparative study of Korea and Finland
AU - Jang, Moonkyoung
AU - Aavakare, Milla
AU - Nikou, Shahrokh
AU - Kim, Seongcheol
N1 - Funding Information:
This work in Korea was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea [ NRF-2019S1A3A2099973 ] and the Ministry of Science and ICT (MSIT) Korea, under the Information Technology Research Center ( ITRC ) support program [ IITP-2020-0-01749 ] supervised by the Institute of Information & Communications Technology Planning & Evaluation ( IITP ). This work was also supported by the Academy of Finland, project The Impact of IL in the Digital Workplace [grant number 295743 ].
Publisher Copyright:
© 2021
OA; embargo 24 month; 9.4.2023
PY - 2021/8
Y1 - 2021/8
N2 - Information and communications technology (ICT) and digital technologies are being actively used for education, and the ICT-enabled education market continues to grow. The recent COVID-19 pandemic situation is undoubtedly very stressful, because all teaching and learning activities have been forced to move online. This is an international comparative study examining the effects of 21st century skills (e.g., digital and information literacy) on intention to use digital technologies for learning in Korea and in Finland. To conduct a rigorous comparison of the two countries, this paper conducts an empirical study on 194 Korean and 192 Finnish young people in their 20s and 30s. A theory-based conceptual model is devised to examine the differences between Korean and Finnish respondents’ ICT usage using Structural equation modelling (SEM). The SEM results showed that information literacy has a direct effect on the intention to use digital technologies for learning in Korea and Finland. The higher information literacy is directly related to higher intention to use digital technology for learning with a small effect. The effect of digital literacy on intention to use technologies is fully mediated through the habit and performance expectancy with a medium effect. In addition, this study used multigroup analysis (MGA) to examine whether the impact of digital literacy and information literacy on intention to use digital technology for learning differed between Korean and Finnish respondents. Based on these results, recommendations for prospect research and theoretical and practical implications are discussed.
AB - Information and communications technology (ICT) and digital technologies are being actively used for education, and the ICT-enabled education market continues to grow. The recent COVID-19 pandemic situation is undoubtedly very stressful, because all teaching and learning activities have been forced to move online. This is an international comparative study examining the effects of 21st century skills (e.g., digital and information literacy) on intention to use digital technologies for learning in Korea and in Finland. To conduct a rigorous comparison of the two countries, this paper conducts an empirical study on 194 Korean and 192 Finnish young people in their 20s and 30s. A theory-based conceptual model is devised to examine the differences between Korean and Finnish respondents’ ICT usage using Structural equation modelling (SEM). The SEM results showed that information literacy has a direct effect on the intention to use digital technologies for learning in Korea and Finland. The higher information literacy is directly related to higher intention to use digital technology for learning with a small effect. The effect of digital literacy on intention to use technologies is fully mediated through the habit and performance expectancy with a medium effect. In addition, this study used multigroup analysis (MGA) to examine whether the impact of digital literacy and information literacy on intention to use digital technology for learning differed between Korean and Finnish respondents. Based on these results, recommendations for prospect research and theoretical and practical implications are discussed.
KW - COVID-19
KW - Digital literacy
KW - Edu-tech
KW - Education
KW - Information literacy
KW - Technology
UR - http://www.scopus.com/inward/record.url?scp=85103972171&partnerID=8YFLogxK
U2 - 10.1016/j.telpol.2021.102154
DO - 10.1016/j.telpol.2021.102154
M3 - Article
AN - SCOPUS:85103972171
SN - 0308-5961
VL - 45
JO - Telecommunications Policy
JF - Telecommunications Policy
IS - 7
M1 - 102154
ER -