Abstract:
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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.
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