Investigating the relationship of technology learning support to digital literacy from the perspective of self-determination theory

Abstract

Digital literacy, a prerequisite for online learning, is fostered by active engagement with technology, a concept that is explained by self-determination theory (SDT). This two-study project took the unique opportunity afforded by COVID-19 to explore the effect of technology learning support for SDT-needs satisfaction on digital literacy and the possible mediating effects of needs satisfaction on the relationship between perceived support and digital literacy. In Study 1, 63 Grade 10 students undertaking online learning were randomly assigned to groups that were either given or not given the support. Study 2 further explained the effect of the support by needs satisfaction, and involved 309 Grade 10 students to complete a questionnaire. The analyses showed that the positive effect of the support on digital literacy, and needs satisfaction partially mediated the relationship between perceived support and digital literacy, suggesting that autonomy and competence are more important than relatedness in developing digital literacy.