Michelle van Diën – 413154md
Problem 8 – Digital natives
Akçayır, M., Dündar, H., Akçayır, G. (2016). What makes you a digital native? Is it enough to be born
after 1980?. Computers in Human Behavior, 60, 435–440. doi:10.1016/j.chb.2016.02.089
Introduction
“Digital natives”: individuals born after 1980, who were raised in an environment in which they were
surrounded by technology and who possess technological skills different from those possessed by the
members of the prior generation. Common features of digital natives which differentiate them from
the prior generation:
Have been raised with technology. More sophisticated in their usages of the Internet,
“smart” mobile phones, and mobile devices. Are comfortable with multi-tasking: the ability to do
more than one task at the same time. Rely on graphics rather than only texts in their
communications. Visuals, pictures, and graphics are more attractive than reading a text. Can find
information on the Internet and answers to their questions in only a few seconds. Tend to cater to
their desires using the fastest route. The conditions of their upbringing produces a unique thinking
pattern, and their brain structures physically undergo certain changes as a result. Due to these
differences, digital natives can easily become bored when they encounter traditional instruction
methods.
Still not precisely clear what makes an individual a digital native. A need for more
empirical evidence. Many earlier studies characterize digital natives only by the types and frequency
of their technology use.
Purpose of the study
Determine with the use of a statistically valid and reliable digital native scale, the level of
technological proficiency of university students who are currently characterized as digital natives.
5 research questions.
Method
Survey research design: procedure in quantitative research in which investigators administer a survey
to a sample or to the entire population of people to describe the attitudes, opinions, behaviors, or
characteristics of the population.
Participants. 560 university students. 278 students from Turkey and 282 students from Kyrgyzstan.
Instrument. A form to elicit the participants' demographic features and time spent on different
technologies, and a questionnaire designed to determine their degree of technical expertise as a
digital native. Measured participants' computer, tablet PC, smartphone, and Internet experiences.
DNAS developed by Teo (2013) used to measure the attributes of the digital natives. Newly
developed, but statistically valid and reliable, and all of the factors measured by the scale strongly
relate to characteristics of the digital native. 4 factors: raised with technology; comfortable with
multi-tasking; reliant on graphics for communication; and thrive on instant gratification and rewards.
Data analysis.
Results and discussion
RQ1: how does gender affect university students' standing as digital natives?
No significant difference between the DNAS scores of the female students and those of the male
students. Possible reasons: 1) Today, neither of these genders is dominant in the use of technology.
Female and male students may focus on the use of different technological devices.
2) Their technology ownership is equal. In former years, male students' technology
ownership was higher.
Problem 8 – Digital natives
Akçayır, M., Dündar, H., Akçayır, G. (2016). What makes you a digital native? Is it enough to be born
after 1980?. Computers in Human Behavior, 60, 435–440. doi:10.1016/j.chb.2016.02.089
Introduction
“Digital natives”: individuals born after 1980, who were raised in an environment in which they were
surrounded by technology and who possess technological skills different from those possessed by the
members of the prior generation. Common features of digital natives which differentiate them from
the prior generation:
Have been raised with technology. More sophisticated in their usages of the Internet,
“smart” mobile phones, and mobile devices. Are comfortable with multi-tasking: the ability to do
more than one task at the same time. Rely on graphics rather than only texts in their
communications. Visuals, pictures, and graphics are more attractive than reading a text. Can find
information on the Internet and answers to their questions in only a few seconds. Tend to cater to
their desires using the fastest route. The conditions of their upbringing produces a unique thinking
pattern, and their brain structures physically undergo certain changes as a result. Due to these
differences, digital natives can easily become bored when they encounter traditional instruction
methods.
Still not precisely clear what makes an individual a digital native. A need for more
empirical evidence. Many earlier studies characterize digital natives only by the types and frequency
of their technology use.
Purpose of the study
Determine with the use of a statistically valid and reliable digital native scale, the level of
technological proficiency of university students who are currently characterized as digital natives.
5 research questions.
Method
Survey research design: procedure in quantitative research in which investigators administer a survey
to a sample or to the entire population of people to describe the attitudes, opinions, behaviors, or
characteristics of the population.
Participants. 560 university students. 278 students from Turkey and 282 students from Kyrgyzstan.
Instrument. A form to elicit the participants' demographic features and time spent on different
technologies, and a questionnaire designed to determine their degree of technical expertise as a
digital native. Measured participants' computer, tablet PC, smartphone, and Internet experiences.
DNAS developed by Teo (2013) used to measure the attributes of the digital natives. Newly
developed, but statistically valid and reliable, and all of the factors measured by the scale strongly
relate to characteristics of the digital native. 4 factors: raised with technology; comfortable with
multi-tasking; reliant on graphics for communication; and thrive on instant gratification and rewards.
Data analysis.
Results and discussion
RQ1: how does gender affect university students' standing as digital natives?
No significant difference between the DNAS scores of the female students and those of the male
students. Possible reasons: 1) Today, neither of these genders is dominant in the use of technology.
Female and male students may focus on the use of different technological devices.
2) Their technology ownership is equal. In former years, male students' technology
ownership was higher.
