Publication: Development and evaluation of scenario-based short video interventions for enhancing digital literacy among secondary school students: A design-based research study
16
0
Issued Date
2025-09-08
Resource Type
ISSN
23116897
eISSN
23103868
Scopus ID
2-s2.0-105022460841
Journal Title
International Journal of Education and Practice
Volume
13
Issue
4
Start Page
1718
End Page
1738
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Education and Practice Vol.13 No.4 (2025) , 1718-1738
Suggested Citation
Akkhateerathitiphum R., Srikolchan A. Development and evaluation of scenario-based short video interventions for enhancing digital literacy among secondary school students: A design-based research study. International Journal of Education and Practice Vol.13 No.4 (2025) , 1718-1738. 1738. doi:10.18488/61.v13i4.4487 Retrieved from: https://hdl.handle.net/20.500.14740/51697
Author(s)
Author's Affiliation
Corresponding Author(s)
Other Contributor(s)
Abstract
Digital literacy deficits among adolescents have become a critical educational challenge, with only 32% demonstrating adequate information evaluation skills despite widespread basic digital competencies. Traditional pedagogical approaches often fail to engage young learners effectively, while short video content represents their preferred learning medium. This study developed and evaluated scenario-based short video clips designed to enhance digital literacy among lower secondary school students, targeting three core dimensions: media literacy, information literacy, and digital citizenship. A four-phase design-based research methodology was employed with 1,050 participants across 14 schools. Phase 1 conducted needs analysis through teacher interviews (n=50) and student surveys (n=150). Phase 2 developed five scenario-based video clips (3-5 minutes each) addressing cyberbullying awareness, digital privacy, online investment fraud, ecommerce safety, and booking fraud prevention. Phase 3 involved expert validation (n=5) and pilot testing (n=30). Phase 4 implemented large-scale evaluation with 1,000 students and 50 teachers using content analysis and descriptive statistics. Expert validation demonstrated high content quality across all dimensions (M=4.68-4.80). Student evaluation revealed exceptional satisfaction with content relevance (M=4.93, SD=0.27), visual appeal (M=4.71, SD=0.47), and age-appropriateness (M=4.79, SD=0.43). Learning impact assessment showed significant perceived improvements in digital literacy awareness (M=4.64, SD=0.50) and risk identification abilities (M=4.50, SD=0.52). Notably, 94.7% of students completed full episodes, with 67% voluntarily rewatching content. Scenario-based short video interventions demonstrate high acceptability and perceived effectiveness for digital literacy education among adolescents, providing a scalable framework for digital citizenship education in educational contexts.