How Can Digital Literacy Be Used to Help Students Who Underperform Academically Improve as Readers and Writers?

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             Introduction

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     The Chinese education system has long held a traditional view on the use of digital tools in the classroom, emphasizing paper-based learning and standardized exams. Such practices were strictly enforced in high schools, where students were prohibited from using electronic devices such as smartphones, computers, and iPads during class hours. The rationale behind this restriction was to ensure that students remained focused on their studies rather than engaging in non-academic activities, such as playing games or watching movies.

     However, the COVID-19 pandemic in 2019 drastically altered the educational landscape in China. The Chinese government implemented strict quarantine policies, forcing schools to shut down and prompting educators to explore alternative modes of teaching and learning. In the absence of physical classrooms, digital tools emerged as a critical solution to continue the delivery of education. The shift to online learning has exposed the inadequacies of traditional paper-based systems and highlighted the need for a more flexible and adaptable approach to education.

     Ma et al.'s (2021) research findings highlight the challenges that students faced during the COVID-19 pandemic and the importance of finding effective ways to adapt to and utilize technology in education to support students during times of crisis. Specifically, the study revealed that many high school students in Lanzhou, China, experienced post-traumatic stress disorder and felt that online education was less effective for gaining knowledge and practical and communication skills (Ma et al., 2021). The negative impact of the pandemic on students' preparation for college entrance exams and the increase in psychological pressure further underscore the need for improvements in the online education system to ensure that students are adequately prepared for their academic pursuits (Ma et al., 2021). In addition to the challenges of remote learning, my hometown is facing a shortage of digital tools and education, making it difficult for high school students to receive a proper education. As a result, all schools have been forced to halt in-person classes and require students to learn independently at home and without online classes.

     In contrast to the challenges faced by students in China, my experience at the University of Pennsylvania during the pandemic period demonstrated the benefits of digital tools in enhancing literacy skills, especially reading and writing skills. In our online and hybrid classes, professors effectively used digital tools to facilitate learning, and assignments were completed online with step-by-step guidance on how to use digital tools. The wider acceptance of technology tools in American society further emphasizes the need for Chinese educational systems to incorporate digital tools into their curricula.

     In light of Ma et al.'s (2021) research and my own experience, I aim to explore the benefits of digital tools in education and make recommendations for their incorporation into the Chinese educational system. My goal is to advocate for digital literacy as a crucial factor in improving educational outcomes in China. With an emphasis on this essential skill, we can create a more effective and open-minded education system. This, in turn, will provide underperforming students with more opportunities and possibilities as positive readers and writers, who are often marginalized by their teachers, schools, and parents. By prioritizing digital literacy, we can somehow help bridge the education gap in the Chinese context.

     The inquiry question guiding this research is, "How can digital literacy be used to help students who underperform academically improve as readers and writers?" To answer this question, this paper will consider factors such as the impact of digital tools on students who underperform academically, the role of teacher training in promoting digital literacy, and the ways in which digital literacy can be integrated into the broader curriculum.

 

               Literature Review

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     In the literature review, I examine the impact of digital literacy on improving the reading and writing skills of students, synthesizing findings from ten papers. The review is organized into four broad themes: multiliteracies (the New London Group, 1996) in the digital world; utilizing digital technology for literacy development; supporting underperforming students through digital literacy instruction; and addressing the digital divide.

“Multiliteracies” in a Digital World

     I must acknowledge the significant influence of the New London Group on my understanding of literacy; it gives me a window to open my new literacy world. In 1996, the New London Group (NLG) introduced the concept of "multiliteracy" to address the emerging impact of new technologies on education. Recognizing the profound effects of technological advancements and globalization on education, the NLG developed the "multiliteracies" framework as a comprehensive and forward-looking approach to literacy education. This framework encompasses not only traditional language-based literacy but also the diverse modes of communication and representation afforded by digital technologies (New London Group, 1996). The NLG (1996) points out that by adopting the "multiliteracies" perspective, educators can better prepare students for the complex, interconnected world in which they live, fostering critical thinking and adaptability in an ever-changing landscape.

Utilizing Digital Technology for Literacy Development

     Digital technology plays a crucial role in fostering students' literacy development. Owston et al. (2009) provide valuable support for this statement by illustrating the benefits of game production as a pedagogical strategy for enhancing content retention, information comparison, research skills, and questioning abilities in students. One significant aspect of Owston et al.’s research emphasizes the positive impact of video games on students' comprehension of curriculum content (Owston et al., 2009). After engaging with research game questions, students not only demonstrated a better understanding of the material but also became more motivated to actively participate in the learning process. This increased motivation resulted in students taking the time to carefully compose and edit their inquiries, which further contributed to their academic success (Owston et al., 2009). Gee (2017) further highlights the crucial role of digital technology in enhancing students' literacy development, as video games serve as "attractors" to "affinity spaces," which are essential modern platforms for teaching and learning 21st-century skills. Although affinity spaces have long existed as "interest-and-passion-driven sites" dedicated to shared endeavors, it is the transformative power of digital technologies that has expanded their reach and impact on literacy development in today's interconnected world (Gee, 2017). Similarly, Oakley et al. (2018) found that the creation of multimodal digital texts on tablets can foster improvements in reading, writing, and oral language skills. This finding implies that underperforming students could potentially benefit from engaging in such activities. In 2023, Alneyadi et al. (2023) discovered that digital learning platforms can enhance reading and writing abilities because students can access reading material easily via these platforms, indicating that these platforms might serve as valuable tools to support underperforming students in their efforts to develop these crucial skills.

Supporting Underperforming Students Through Digital Literacy Instruction

     To effectively support underperforming students, it is essential to provide professional and targeted digital literacy instruction. Consequently, teachers require access to resources that enable them to competently utilize digital tools in their pedagogical practices. Ohler, J. (2013) emphasized the significance of evaluating digital narratives in order to comprehend their impact on both learning and instruction. This is a crucial step in ensuring that technology integration in education is beneficial to students and teachers alike. Additionally, he stressed the importance of providing teachers with the necessary support and resources to develop digital literacy skills. This not only empowers teachers to effectively use technology in their classrooms, but also opens up avenues for them to explore innovative ways of assisting students who may be struggling. By promoting digital literacy among teachers, we can create a more equitable and effective learning environment for all students, regardless of their background or abilities. Vorobel et al. (2021) examined the digital literacy practices of language learners and highlighted the need for more instruction and support, which could be particularly helpful for struggling students. Digital literacy is now inseparable from reading and writing instruction (Baker, 2021). Cordero et al. (2018) found that tablet-based reading-to-writing activities using multimodal resources can enhance emergent literacy skills, which would be applicable to underperforming students as well. Smith et al. (2020) showed that digital multimodal composition could support emerging bilingual students, expand linguistic repertoires, and facilitate learning throughout the composition process.

Addressing the Digital Divide

     The digital divide between large, technologically advanced cities and smaller, less privileged ones is a persistent issue that cannot be overlooked by researchers in their examination of this challenge. Leu et al. (2014) identified a significant gap between rich and poor communities in online research and comprehension skills, stressing the importance of teaching students to utilize online information effectively. This is particularly relevant for underperforming students, who may have limited access to digital resources.

In conclusion, digital literacy can be employed to help underperforming students improve their reading and writing skills. Effective strategies include integrating digital technology into literacy instruction, providing targeted support for digital literacy practices, and addressing the digital divide between different communities. Future research should focus on the specific needs of underperforming students and explore how digital literacy interventions can be tailored to help them enhance their literacy outcomes.​

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                                                                                        Methodology

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Method

     In alignment with Merriam's (1985) assertion regarding the benefits of case study approaches in education, my research paper employs a single student case study to gain insight into the dynamics and processes of a particular educational phenomenon. The case study is particularly suitable for exploring the reluctance among students, schools, educators, and families in the Chinese cultural context to embrace digital learning tools and online courses. A comprehensive interview with a student heavily engaged in digital platforms is conducted to elucidate the underlying factors.

Context and participant

     The study will focus on a high school student, specifically the younger brother of a friend, Ryan (a pseudonym), who is a 17-year-old male attending a Chinese high school. The entire interview process and the further digital interventions were conducted in Mandarin via VooV online conference platform Meeting, an online platform akin to Zoom. The participant was chosen due to his underperformance, as evidenced by his monthly test scores placing him in the lowest 10% of his grade and his sister's complaints regarding his excessive digital platform usage.

Data collection & Analysis methods

     Digital Literacy Intervention: The digital literacy intervention aims to enhance the participant's English reading and writing abilities through a series of structured activities and tasks. The intervention concentrates on elevating the student's digital literacy, thus positively impacting his reading and writing skills. Employing digital tools and platforms, such as PowerPoint, addressed the student's concerns regarding the lack of opportunities to ask questions in TikTok-based courses. Tailored to the student's background and experience with digital learning platforms, the four-week intervention was conducted once per week.

     Data Collection: Two structured interviews were conducted with the participant, one pre-intervention and one post-intervention, to assess the digital literacy program's impact on the student's reading and writing skills, as well as their understanding and utilization of digital tools.

     Data Analysis: A qualitative approach will be employed to analyze the data gathered from the interviews, which will be transcribed and examined for patterns and themes related to digital literacy's influence on reading and writing skills. The pre-intervention and post-intervention data will be compared to evaluate the digital literacy program's effectiveness.

     Ethical Considerations: Position

The participant's privacy and confidentiality will be maintained throughout the study. Informed consent will be obtained prior to conducting the interviews, and the participant's identity will remain confidential in all related reports and publications.

     Results: The case study's findings reveal a substantial improvement in the student's reading and writing skills following the intervention, as evidenced not only by the student’s statement in the post-interview but also by the test results reflected by his school after the intervention.

     Position: In the digital age, there has been a growing concern regarding the development of education in China, particularly in relation to the pervasive stereotypes surrounding children's use of digital tools such as computers, iPads, and smartphones. These stereotypes, which often associate digital devices solely with gaming and entertainment, as well as the assumption that only academically underperforming students rely on these tools, have significantly impeded the progress of Chinese education. Consequently, the educational prospects of Chinese children are increasingly becoming a matter of concern for educators, policymakers, and parents alike. Traditional Chinese beliefs have played a role in perpetuating these stereotypes, fostering a mindset that discourages students from utilizing digital tools for educational purposes. As a result, digital devices are commonly regarded as mere entertainment gadgets rather than valuable learning aids. This prevailing attitude not only limits the potential for technology-driven learning experiences but also restricts the extent to which students can develop digital literacy, a critical skill in today's rapidly evolving world.

      To address this issue, it is essential to challenge and dismantle these deeply ingrained misconceptions, which are inadvertently undermining the true potential of digital tools in education. By promoting a culture that embraces technology as an integral part of the learning process, educators can help students develop essential digital skills while also fostering a more engaging and interactive learning environment.

     The COVID-19 pandemic has significantly impacted education systems in China, prompting a reevaluation of digital literacy's role in learning. As schools and educational institutions shifted to remote and online learning models, educators, including those in China, were compelled to rapidly adapt to digital platforms for conducting classes. This sudden change posed challenges to entrenched beliefs about digital tools being "study killers" and highlighted the need to reconsider their role in education.

     The pandemic-induced shift to online learning has revealed the importance of embracing digital tools as an essential component of modern education. The experience of coping with remote learning has underscored the value of digital literacy for both educators and students. In light of this, comparing Chinese education to American education, it is evident that cultivating a mindset that accepts and integrates digital tools is crucial to the future success of the education system.

The sudden transition to online learning, combined with the deeply-rooted belief that digital tools are detrimental to academic success, has led to feelings of frustration and depression among many students. To foster this change in mindset, it is vital for educators, policymakers, and parents to collaborate and promote a more balanced and informed understanding of digital tools. By emphasizing the advantages of integrating technology into the learning process, such as increased accessibility, personalized learning experiences, and enhanced engagement, it becomes possible to counter the negative stereotypes that have hindered the progress of digital education.

As someone who has benefited from digital education, I challenge these stereotypes and  unveil the potential of digital tools. I am also eager to explore the potential benefits of digital tools in the Chinese educational system, breaking the prevailing stereotypes that associate technology solely with negative effects on students' learning. As the author of this paper, I reflect on my own experiences and express a desire to have had the opportunity to be taught using digital platforms during my educational journey. I believe that exposure to digital tools and innovative teaching methods could have not only enhanced my learning experience but also made me more academically competitive in the present and better prepared for future challenges in a rapidly evolving world.

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                                                                                     Findings

 

                  

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                                                Figure 1                                                                                             Figure 2 

 

     Personalized learning experiences: Digital literacy intervention allowed for personalized learning experiences, catering to the individual needs and pace of underperforming students. Underperforming students require individualized educational plans to address their specific needs, as opposed to a one-size-fits-all approach. In the United States, schools often assign reading and writing specialists to support students who are struggling academically. However, in China, the focus tends to be on providing more resources to high-performing students rather than struggling ones. In order to support Ryan's reading and writing, I created the intervention course plan using digital tools and platforms. The plan consisted of four hour-long classes in total, each lasting one hour, and the design was based on the content of Ryan's textbook (as illustrated in Figures 1 and 2). The first part of each class involved Ryan reading a section of the text and summarizing it in his own words. He was also required to type out at least three questions about the reading within a 10-minute timeframe. A brief video presentation that lasted between 5 and 10 minutes after that provided additional context and details related to the reading. During the subsequent discussion, Ryan was encouraged to reflect on the person or topic covered in the video and to consider why they were famous and respected by people worldwide. This conversation was designed to help Ryan incorporate the information into his writing and make connections between the reading and real-world examples. The final project for the course was a presentation that showcased what Ryan had learned from famous people and their work. He was also tasked with creating a plan for the future, incorporating the lessons and insights gained through the course. Ryan could access tailored content and resources, thereby improving his comprehension and retention of information. These customized approaches contributed to his overall academic performance and growth. As to the reading content (Figures 1 and 2), it was observed that Ryan initially found it more straightforward to comprehend the story of Longping Yuan, a renowned Chinese agronomist, compared to that of Jane Goodall, an esteemed English primatologist and anthropologist. However, upon viewing a brief film about Jane Goodall, Ryan's understanding of her story significantly improved, indicating the potential effectiveness of multimedia resources in facilitating comprehension of complex subjects and unfamiliar figures. At the same time, it shows that teachers should know students' cultural backgrounds so that the academic support will be more effective. Additionally, I noted that textbooks often present reading comprehension about the lives of renowned scientists in a condensed format, spanning around a single page. This brevity can make it challenging and confusing for students to fully grasp the subject matter, especially for the group of underperforming students. Integrating short films that provide an engaging overview of the protagonist's experiences and achievements can significantly enhance underperforming students' understanding and pique their interest. Taylor & Francis Group (2005) emphasized that the stark disparity between the proficiency of fluent readers and the challenges faced by novices serves as a crucial foundation for conceptualizing reading comprehension instruction. This suggests that enhancing readers' comprehension can be achieved by providing them with additional information about the topic. By integrating multimedia resources, a more engaging and efficacious learning experience can be cultivated for readers.

     Increased self-regulation and autonomy: The intervention fostered a sense of self-regulation and autonomy, according to Ryan’s feedback, enabling Ryan to take control of his own learning process. He became more proactive in seeking out educational resources and problem-solving techniques through digital platforms. One significant reason is that he changes his mind about digital tools and gets used to using literacy applications to study. When he opened his smartphone, he saw many literacy applications that would lead him to think about studying. This newfound independence led to increased self-confidence and motivation, which are good for improving students’ academic performance.

      Improved digital literacy skills and confidence: Ryan reported increased confidence and competency in using digital tools for learning and his future academic performance after the intervention. He felt more comfortable with his writing and grammar being automatically corrected by using digital platforms, and some applications will help him paraphrase his sentence by using advanced vocabulary, leading to improved writing skills and better retention of new vocabulary in a familiar context.

     Enhanced engagement and focus: Ryan thought that the intervention, which incorporated relevant movies into the online class, was both engaging and enjoyable, consequently fueling his interest in learning. Both his teachers and sister attested to his increased motivation and focus on his studies. As Ryan mentioned, consistent engagement through asking questions helps maintain his attention and promotes a concentrated learning experience. Owston et al. (2019) said that by interacting with questions in research games, students not only showed improved comprehension of the subject matter but also exhibited increased motivation to actively engage in the educational process, which also supports my conclusion.

     Increased collaboration and communication: The intervention encourages Ryan to enhance collaboration with his classmates by utilizing digital platforms for group projects and other assignments. This approach encouraged better communication and teamwork among students. Also, Ryan's teacher informed his sister that he had started participating more actively in the classroom by answering questions and exhibiting greater self-confidence. On the other hand, Ryan was pleasantly surprised to discover that online study groups were an option, and he found that the feedback from peer review was highly efficient. The ability to ask questions and solve problems in real time was a high-efficiency learning experience for Ryan.

     Shifted perceptions of digital tools for learning: Ryan's perspective on digital tools as viable learning aids underwent a significant transformation following the intervention. He developed a deeper appreciation for their potential advantages and a heightened understanding of their effective application in educational settings. Additionally, Ryan highlighted the importance of students acquiring proficiency in using digital tools for their studies while also emphasizing the need for teachers to familiarize themselves with these tools to enhance the overall learning process. Like Robin, B.R. (2018) mentioned that numerous teachers continue to struggle with incorporating technology effectively into their instruction. Judge, Puckett, and Cabuk (2004) provide a comprehensive summary of the issue as follows:

 

   The ability of teachers to adeptly select suitable software and integrate technology into  the curriculum is contingent upon their training and opportunities for autonomous exploration  and learning. Owing to the relatively recent emergence of computer technology, a significant number of teachers have not been provided with sufficient training to identify relevant technologies and are bereft of the necessary support to implement them effectively. (pp. 386–387)

 

     Finally, it is imperative that we provide students with a dedicated digital literacy platform specifically designed to foster learning without distractions. It is essential to avoid entertainment-focused platforms such as TikTok, where ads, games, and other content can divert students' attention from their educational goals. Furthermore, students should receive constructive guidance on the responsible and effective use of digital tools in their academic pursuits. Given the ubiquity of smartphones, it is crucial to develop and promote accessible literacy applications on these devices, which can offer students a conducive online learning environment tailored to their needs.

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 Conclusion and Implications

      This case study explores the effects of a 4-week digital literacy intervention on the academic performance and literacy skills of underperforming Chinese students. Pre- and post-intervention interviews were conducted with an underperforming student to assess his digital literacy skills (digital tools, reading, and writing skills), perceptions, and experiences before and after the intervention.

The incorporation of digital tools and platforms in education can lead to several positive outcomes for underperforming students, including improved digital literacy skills, increased engagement, enhanced collaboration, better time management, and significant progress in reading and writing skills. Furthermore, personalized learning experiences and increased self-regulation and autonomy contribute to students' overall academic performance and growth. To fully harness the potential of digital interventions, it is crucial to address the inherent challenges and ensure ongoing support and adaptation efforts from all stakeholders involved. In the current intervention, the student and I engage directly, enabling close monitoring of the student's progress. However, this focused approach limits the generalizability of the findings to a wider population. Future research should consider broadening the sample size to encompass entire classes or schools, thereby providing more extensive insights into the effectiveness of digital interventions for underperforming students. Moreover, this study highlights a constraint with Ryan, a student with a strong inclination towards digital tools and dedicates a substantial amount of time to utilizing them. Subsequent research should account for the varied preferences of students, recognizing that not all individuals may possess a similar affinity for digital tools or be inclined to invest considerable time in their application.

 

                                                                                               Reference

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Gee, J. P. (2017). Affinity Spaces and 21st Century Learning. Educational Technology,             57(2),     27–31. http://www.jstor.org/stable/44430520

 

Hutchison, A.C., Woodward, L. and Colwell, J. (2016) “What are preadolescent readers doing online? an examination of Upper Elementary Students’ reading, writing, and communication in digital spaces,” Reading Research Quarterly, 51(4), pp. 435–454. Available at: https://doi.org/10.1002/rrq.146.

 

Merriam, S. B. (1985). THE CASE STUDY IN EDUCATIONAL RESEARCH: A REVIEW OF SELECTED LITERATURE The Journal of Educational Thought (JET) / Revue de La Pensée Éducative, 19(3), 204–217. http://www.jstor.org/stable/23768608

 

Leu, D.J. et al. (2014) “The new literacies of online research and comprehension: Rethinking the reading achievement gap,” Reading Research Quarterly, 50(1), pp. 37–59. Available at: https://doi.org/10.1002/rrq.85.

 

Ma, Z.-R. et al. (2021) “Covid-19 impact on high school student’s education and Mental Health: A Cohort Survey in China,” World Journal of Psychiatry, 11(6), pp. 232–241. Available at: https://doi.org/10.5498/wjp.v11.i6.232.

 

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Ohler, J. (2013) “Digital Storytelling in the classroom: New Media Pathways to literacy, learning, and creativity.” Available at: https://doi.org/10.4135/9781452277479.

 

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Appendix

     Pre-interview script

     Interviewer: How many hours per day do you spend using digital tools? And what kind of digital tools do you mostly use?

     Student: I usually spend around 4-6 hours daily online, always after school. The iPhone is my first choice, and the laptop is my second.

 

     Interviewer: What types of digital platforms do you use?

     Student: I mainly use TikTok, but I also use other social media platforms and video-sharing websites. I also use WeChat to connect with my friends and classmates.

 

     Interviewer: What do you usually do on these platforms?

     Student: I mostly watch videos, browse content, and occasionally interact with other users.

 

     Interviewer: Do you use these platforms for studying or educational purposes?

     Student: Yes, sometimes I watch educational videos from famous teachers on TikTok; there are many teachers worldwide.

 

     Interviewer: What do you think about the educational videos on TikTok?

     Student: They are interesting, but they are often too short and have many ads. Teachers rarely answer my questions, and sometimes their teaching methods are so different from one teacher to another, which is confusing.

 

     Interviewer: Can you give an example to explain how teaching methods are so different? What do you mean?

     Students: For example, even the pronunciation is different among teachers; some are from America, some are from England, and that is so difficult for me to understand. And I kind of lose interest when there is no quick answer because I feel lost.

 

     Interviewer: Despite these issues, what aspects of using digital tools do you enjoy?

     Student: I like that I can access them easily on my smartphone and study everywhere. I can recite English words easily on my phone. I also appreciate the subtitles, which are very helpful for understanding the content. And I prefer videos that have Chinese and English subtitles.

 

     Interviewer: How do you usually manage your time when using digital tools for both leisure and study purposes?

     Student: I try to allocate a specific amount of time for each, but sometimes I get distracted and end up spending more time on leisure activities. Honestly, I can’t stop when I browse TikTok.

 

     Interviewer: Do you collaborate with your classmates or friends on digital platforms for educational purposes?

     Student: Not really. We mostly chat and share interesting content, but we don't usually discuss schoolwork or study together on these platforms.

 

     Interviewer: Are your teachers and parents supportive of using digital tools for learning?

     Student: My teachers mostly stick to traditional teaching methods, and my parents are concerned that digital tools might negatively impact my studies.

 

     Interviewer: Has there been any change after the pandemic? Do you feel that teachers and parents have reevaluated the usefulness of digital tools?

     Student: Not really, to be honest. Some teachers still struggle with using certain features of the platforms. They have to address these technical issues during class time, which is distracting for me. As a result, I often find myself wanting to do other things, like respond to my friends' messages, during that time.

 

     Interviewer: How confident are you in your ability to use digital tools effectively for learning?

     Student: I am quite confident in using digital tools, but I think I can improve my skills further to enhance my learning experience.

 

     Interviewer: What challenges do you think you might face in integrating digital tools into your learning process?

     Student: I think the biggest challenges would be staying focused, managing my time effectively, and finding high-quality educational content on these platforms.

 

 

     Post-Intervention Interview (after a 4-week digital literacy program on Voov) script

 

     Interviewer: How do you feel about the 4-week class?

     Student: I think it helped a lot. The program made learning more engaging and enjoyable, especially when we watched related movies in class. The movie somehow gives me more information to understand the reading. And i also learn how to use PPT to prepare a presentation. It is so new for me.

 

     Interviewer: How do you feel about using digital platforms for homework and learning now?

     Student: I find digital platforms easy to use for correcting my writing, which has really improved my reading skills. I also remember new words better when they are associated with pictures and short videos.

 

     Interviewer: Did you face any challenges while learning to use digital platforms when you did your homework?

     Student: Yes, sometimes I felt confused about how to use certain tools, which hampered my learning interest. I feel like learning to use digital platforms effectively requires time and patience. I really need someone to tell me how to fix it sometimes.

 

     Interviewer: Overall, do you think the digital literacy intervention has improved your learning experience?

     Student: Definitely. I feel more engaged and focused in class. I will find some relatively short videos to watch before class right now because I feel this is a very effective way to improve my reading comprehension, and I have discovered new ways to enhance my learning through digital tools. But, probably because you know how to use digital platforms very well and also because you always ask me questions, I have to focus. I don’t know, but to be honest, I feel more focused.

 

     Interviewer: Has your perception of using digital tools for learning changed after the intervention?

     Student: Yes, I now see the potential benefits of using digital tools for learning, and I am more aware of how to use them effectively. Not only for the class and homework, I also made a study group on WeChat to study with my classmates together. We feel highly effective when we get a quick explanation about our assignments.

 

     Interviewer: How has the intervention influenced your time management skills when using digital tools for learning and leisure?

     Student: The intervention has helped me prioritize my time better and balance my leisure and study activities on digital platforms. When I get used to using my mobile phone to study, I find that it is not that boring.

 

     Interviewer: Has the intervention encouraged you to collaborate with your classmates on digital platforms for educational purposes?

     Student: Yes, I have started to work with my classmates on group projects and study sessions using digital platforms, which has improved our communication and teamwork.

 

     Interviewer: Have your teachers and parents noticed any improvements in your academic performance or attitude towards learning since the intervention?

     Student: My teachers have noticed that I am more engaged in class, and my parents have observed that I am more focused and motivated to learn using digital tools.

 

     Interviewer: Do you think digital tools can be a sustainable solution for improving education in the long term?

     Student: I believe that digital tools can be a sustainable solution, but it will require continuous adaptation and support from educators, parents, and students to fully harness their potential.

Other digital tools we used during our four-week intervention: 

     Baicizhan, a smartphone app for learning English words 

     Journal, a smartphone app for English reading

     TED, a smartphone app to watch English videos.