Quantitative analysis highlights digital literacy's influence on self-regulated learning in physics students, suggesting integration into curriculum design.
Key Points
Digital literacy significantly predicts self-regulated learning, explaining 58.9% of the variance in physics education.
Assessing digital literacy levels among 28 undergraduate physics students revealed strengths in media utilization and weaknesses in evaluating digital information.
Regression analysis showed a significant relationship between digital literacy and learning capabilities, with gender moderating the effect.
The study highlights the need for targeted digital literacy training, specifically in technology skills and information evaluation, in physics education.