VARK For Digital Educational System In 21st Century

Abstract

The research aimed to 1) examine the digital media exposure, visual, aural, read/write, and kinesthetic (VARK) learning preferences, and digital literacy skills of university, the faculty of economics students. 2) promote digital literacy among students using the VARK learning preferences were developed. A combination of multiple research methods, including quantitative, qualitative, and experimental approaches, was employed. The quantitative research utilized questionnaires to collect data from 400 students. For the trial of the digital literacy learning package, a sample of 40 students was selected. Various tools were employed, including questionnaires, recording forms, observation forms, interview forms, the digital learning package itself, evaluation forms, and test forms. The questionnaire used in the study demonstrated a Cronbach's alpha coefficient of 0.80, indicating good internal consistency. The quantitative data collected was analyzed using descriptive analysis techniques, including frequency, percentage, mean, and standard deviation. Furthermore, the qualitative data was subjected to content analysis to derive meaningful insights. The findings of the study indicated that the economics students extensively utilized smartphones, computers, and tablets such as iPads for various purposes, including accessing YouTube, playing online games, and engaging with Facebook. They also used digital media platforms to watch movies, listen to music, and interact with social media. On average, the students had approximately two years of experience in using digital media. Furthermore, they spent an average of three hours per day engaging with digital media after finishing classes. During weekends, they primarily used digital media in the mornings. In terms of their learning preferences, the majority of the samples exhibited a physical activity learning preference, while their digital literacy skills were assessed to be at a moderate level. The guideline to promote digital literacy among economic students with the VARK learning preferences consisted of three main components: a) Guideline for Professors: This guideline provided recommendations and strategies for professors to enhance digital literacy among learners. It included techniques for incorporating digital tools and resources into lectures, designing interactive activities to engage learners, and fostering critical thinking skills in the digital realm. b) Guideline of Knowledge Management: This guideline focused on promoting digital literacy through effective knowledge management techniques. It outlined methods for organizing and accessing digital information, utilizing online databases and resources, and fostering information literacy skills specific to the field of economics. c) Guideline of Digital Media Design and Production: This guideline aimed to develop digital literacy skills through the creation and utilization of digital media. It provided guidance on designing and producing digital content relevant to economic studies, such as infographics, presentations, and videos. It also emphasized the importance of media literacy and responsible digital communication. By following these guidelines, learners with a VARK learning preferences can enhance their digital literacy skills, enabling them to thrive in the digital age and effectively navigate the digital landscape within their field of study.