Digital Literacy and Online Learning Satisfaction: Mediated by Engagement and Moderated by Gender

Abstract

This study discusses the correlation between digital literacy and online learning satisfaction, and in particular, how student engagement mediates this relationship, and gender moderates the relationship. Quantitative, cross-sectional research design was used, and the sample comprised of 300 university students pursuing online learning programs in Lahore, Faisalabad and Sargodha. To measure the satisfaction with online learning, digital literacy, and engagement, a structured questionnaire based on a five-point Likert scale was used. The SPSS was used to analyze the data, with descriptive statistics, reliability analysis, correlation, regression, mediation, and moderation testing. The results show that online learning satisfaction is positively impacted considerably by digital literacy, which means that students who have higher digital competency have better learning outcomes. Moreover, it was observed that student engagement partially mediated this relationship, which implied that digital literacy improves satisfaction because it leads to higher levels of students being actively engaged in learning activities. Moreover, gender plays a significant role in mediating the relationship between digital literacy and satisfaction, indicating that the strength of the relationship between the two variables varies among male and female students. The study adds to the literature because it incorporates both direct and mediating and moderating associations into one model, giving a more in-depth perspective into the dynamics of online learning. The results have practical implications to educational institutions, where digital literacy needs to be improved, student engagement should be encouraged, and inclusive strategies should be adopted to make online learning enjoyable.