# Digital Literacy and Reading Habits of The DMI-St. Eugene University Students

**Authors:** Subaveerapandiyan A, Priyanka Sinha  
**arXiv:** [2211.05831](https://arxiv.org/abs/2211.05831)  
**Date:** 2022-10-29  
**Summary page:** https://www.summarizepaper.com/en/paper/2211.05831v1/

## Key points

- The study explores the digital reading habits and skills of BSc and BE Computer Science students at DMI-St. Eugene University in Zambia.
- A structured questionnaire distributed through WhatsApp was used to gather data from 115 students.
- Most students have a good understanding of digital tools but lack skills in building websites and portfolios.
- Students prefer using computers for learning, with the World Wide Web being the primary digital environment for searching information.
- Despite their preference for electronic books, most students have only medium-level digital application skills.
- Gender and level of education are statistically significant factors influencing students' digital literacy, while age is not correlated.
- There is a shift towards electronic resources among students, reducing print book preferences.
- This study provides valuable insights into the digital literacy landscape among computer science students at DMI-St. Eugene University in Zambia.

## Summary

The study titled "Digital Literacy and Reading Habits of The DMI-St. Eugene University Students" explores the digital reading habits and skills of university students, specifically those studying BSc and BE Computer Science at DMI-St. Eugene University in Zambia. The researchers utilized a structured questionnaire distributed through WhatsApp to gather data from 115 students. The findings of the study indicate that while most students have a good understanding of digital tools and how to use them, they lack the skills required to build their own websites and portfolios. It was observed that all students agreed on using computers for learning purposes, with the World Wide Web being the primary digital environment used for searching information. Interestingly, despite their preference for reading electronic books, most students were found to have only medium-level digital application skills. This suggests that although they are comfortable consuming digital content, they may not possess advanced skills in utilizing digital technologies for more complex tasks. Furthermore, the results revealed that gender and level of education had a statistically significant association with students' digital literacy, whereas age did not show any significant correlation. This implies that factors such as gender and educational background play a role in shaping students' proficiency in using digital technologies effectively. In terms of reading preferences, the study highlights a shift towards electronic resources among students. Print book preferences were found to be reduced compared to electronic materials. This finding emphasizes the increasing importance of electronic resources in educational settings, particularly when it comes to reading materials. Overall, this study provides valuable insights into the digital literacy landscape among university students studying computer science at DMI-St. Eugene University in Zambia.