Family communication patterns and digital literacy of digital natives in Bangkok
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2018
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eng
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254 leaves
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b203122
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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National Institute of Development Administration. Library and Information Center
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Suparak Chutrakul (2018). Family communication patterns and digital literacy of digital natives in Bangkok. Retrieved from: https://repository.nida.ac.th/handle/662723737/6050.
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Family communication patterns and digital literacy of digital natives in Bangkok
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Abstract
The study titled, “Family Communication Patterns and Digital Literacy of
Digital Natives in Bangkok” has the objective to analyze factors affecting digital
literacy of digital natives in Bangkok. The research utilized mixed methods research
including qualitative research, in-depth interviews, and observation of digital natives
aged 9 – 22 years and 30 parents in Bangkok. In addition a quantitative research
was conducted using survey research with data collection from 400 respondents aged
9 – 22 years. The respondents are studying in primary school, high school,
and university level in Bangkok.
The variables in the study include the independent variables of family background and family communication patterns along with intervening variable, media use behaviors, and effect variable, digital literacy. The analysis was conducted using Multiple Regression Analysis and SEM using LISREL.
The Structural Equation Model showed the fit between the model and the empirical data. The chi-square is 145.41, P = 0.11, chi-square/df = 1.15, GFI = 0.96, AGFI = 0.95, standardized RMR = 0.041, and RMSEA = 0.020. Consideration of the interaction effects, direct effects, and indirect effects it is found that family background and family communication patterns has an impact on digital media use behaviors with the Beta weight of 0.44 and 0.36 respectively. Digital media use has a direct effect on digital literacy beta = 0.55 at the significance level of 0.05. Family background and family communications pattern have an indirect effect on digital literacy through the mediating variable digital media use The indirect effect has beta of 0.24 and 0.2
with the interaction effect of 0.41 and 0.51 respectively at the significance level of 0.05.
The results of the qualitative study reveal that digital natives had their own technology gadgets including smart phone, tablet, and notebook computer for using to access the Internet. The digital natives exhibited functional skill through their ability to use technology gadgets to access the Internet skillfully. They can learn to use the smart phone, tablet, and mobile applications on their own without any assistance. It is found that most male digital natives spent time online playing games and following game casters on YouTube. For the female digital natives they spent most of their time on Facebook. In addition it is found that most digital natives were careful in setting their password and often changing it to prevent access to their personal information also blocking strangers. This shows their E-safety prowess. In terms of the creativity dimension digital natives can use their skills to create websites and Facebook pages to promote school/university activities, recommend restaurants, draw pictures, make online videos, write novels, and sell products online. The results of the study indicates that the family background, digital media use behaviors, and family communication patterns all influence digital literacy. This is because the family plays an important role in the upbringing of children and developing their digital literacy. It is found that digital natives came from families with different backgrounds having differing communication patterns. However, the unifying aspect is the fact that it is the responsibility of the family to bring up the children and teach them well. Also parents must regularly provide advice on using the Internet. Regardless of the occupation of parents, they all care about the children’s online behavior thus parental mediation of media content is a practice that is necessary. This can be done through co-viewing especially for children in primary school and high school (Year 1 – 3). The family should consistently ask children about their objectives in going online and monitoring the amount of time spent. Moreover, parents can set rules and regulations for the children to sow the seeds of digital literacy in all aspects. The result is to ensure that the children develop digital literacy and are protected from the dangers that lurk online.
The variables in the study include the independent variables of family background and family communication patterns along with intervening variable, media use behaviors, and effect variable, digital literacy. The analysis was conducted using Multiple Regression Analysis and SEM using LISREL.
The Structural Equation Model showed the fit between the model and the empirical data. The chi-square is 145.41, P = 0.11, chi-square/df = 1.15, GFI = 0.96, AGFI = 0.95, standardized RMR = 0.041, and RMSEA = 0.020. Consideration of the interaction effects, direct effects, and indirect effects it is found that family background and family communication patterns has an impact on digital media use behaviors with the Beta weight of 0.44 and 0.36 respectively. Digital media use has a direct effect on digital literacy beta = 0.55 at the significance level of 0.05. Family background and family communications pattern have an indirect effect on digital literacy through the mediating variable digital media use The indirect effect has beta of 0.24 and 0.2
with the interaction effect of 0.41 and 0.51 respectively at the significance level of 0.05.
The results of the qualitative study reveal that digital natives had their own technology gadgets including smart phone, tablet, and notebook computer for using to access the Internet. The digital natives exhibited functional skill through their ability to use technology gadgets to access the Internet skillfully. They can learn to use the smart phone, tablet, and mobile applications on their own without any assistance. It is found that most male digital natives spent time online playing games and following game casters on YouTube. For the female digital natives they spent most of their time on Facebook. In addition it is found that most digital natives were careful in setting their password and often changing it to prevent access to their personal information also blocking strangers. This shows their E-safety prowess. In terms of the creativity dimension digital natives can use their skills to create websites and Facebook pages to promote school/university activities, recommend restaurants, draw pictures, make online videos, write novels, and sell products online. The results of the study indicates that the family background, digital media use behaviors, and family communication patterns all influence digital literacy. This is because the family plays an important role in the upbringing of children and developing their digital literacy. It is found that digital natives came from families with different backgrounds having differing communication patterns. However, the unifying aspect is the fact that it is the responsibility of the family to bring up the children and teach them well. Also parents must regularly provide advice on using the Internet. Regardless of the occupation of parents, they all care about the children’s online behavior thus parental mediation of media content is a practice that is necessary. This can be done through co-viewing especially for children in primary school and high school (Year 1 – 3). The family should consistently ask children about their objectives in going online and monitoring the amount of time spent. Moreover, parents can set rules and regulations for the children to sow the seeds of digital literacy in all aspects. The result is to ensure that the children develop digital literacy and are protected from the dangers that lurk online.
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Thesis (Ph.D. (Communication Arts and Innovation))--National Institute of Development Administration, 2018