ArticleJournal of science education and technology2022
Student Self-perception on Digital Literacy in STEM Blended Learning Environments.
Article in Journal of science education and technology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021.Frontiers in psychology · 2022Pooled it
- Bridging Digital Learning Competence and Academic Achievement: The Roles of Informal Digital Learning and Metacognitive Self-Regulation.Journal of Intelligence · 2026Article
- The impact of emotional value in digital teaching resources on learning motivation-an empirical analysis based on a questionnaire survey.Frontiers in psychology · 2026Article
- The relationship between digital literacy, perceived usefulness, and learning satisfaction among medical students in blended learning: the mediating role of learning engagement.BMC medical education · 2025Article
- Leveraging Learning Analytics to Model Student Engagement in Graduate Statistics: A Problem-Based Learning Approach in Agricultural Education.Behavioral sciences (Basel, Switzerland) · 2025Article
- Hotspots and frontiers in global digital literacy: A bibliometric analysis (2000-2023).Medicine · 2025Article
- Acceptance and Use of Technology on Digital Learning Resource Utilization and Digital Literacy Among Chinese Engineering Students: A Longitudinal Study Based on the UTAUT2 Model.Behavioral sciences (Basel, Switzerland) · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
As students transition into tertiary blended learning environments, their digital literacy in terms of technical capabilities have potential to impact on their access to digital resources. The first foundational year of STEM degrees includes compulsory courses across a broad range of scientific areas, each of which incorporates online technology in a discipline-specific manner. Given the diversity of online resources that STEM students need to access across their first-year coursework, this study applies learning analytical methods to determine whether students' perceived level of digital literacy has an effect on their navigation of learning management systems (LMS) and overall academic performance. The frequency and nature of LMS interactivity were examined across four first-year STEM courses offered in the same semester at a single institution, using a K-means cluster analysis to group student responses. It was observed that high achieving students accessed LMS resources more frequently than mid or low-achieving students across all four STEM courses. Students' perceived level of digital literacy was collected via survey (
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.