Finally Digital Natives? Changes in Media Use among Science Students during the COVID-19 Pandemic

Abstract

This study examines the development of pre-experiences with digital media at school and in university, creating and entertainment-oriented media use and attitudes towards digital media in the classroom among students in the first three years of study, particularly those enrolled in science courses, in times of the COVID-19 pandemic. Using a questionnaire adapted from Vogelsang et al. scales were calculated and PERMANOVAs, Kruskal-Wallis tests and post-hoc Dunn tests done shedding light on the influence of graduation year and semester of study as well as the difference between the current cohort and a pre-pandemic one. Results revealed significant shifts in digital experiences, particularly among students who were still attending school during the pandemic. Compared to colleagues without school experience during the pandemic, they showed a more frequent use of digital media for communication and collaboration. Moreover, a discernible trend of increasing digital experiences with academic progression at the university level was observed. A semester-by-semester comparison between a pre-pandemic cohort and the current study also showed an increase in the use of digital media at university. However, attitudes towards digital media in teaching exhibited a slight decrease between pre-pandemic and current cohorts. These findings underscore the imperative of integrating digital tools in educational settings to bolster digital literacy and foster effective digital learning experiences, thereby equipping students with the necessary skills to navigate an increasingly digitalized world.

Keywords

• digital natives
• digital competencies
• teacher training
• learning science
• DiKoLAN
• theory of planned behavior