DEVELOPMENT OF ADAPTIVE MICROLEARNING LESSONS TO ENHANCE DIGITAL SKILLS AMONG UNDERGRADUATE STUDENTS

Abstract

The purposes of this research were to: 1) develop adaptive microlearning lessons to enhance digital skills among undergraduate students, and 2) evaluate the quality of the developed lessons in terms of content, instructional media, and design. This study employed a research and development design based on the ADDIE instructional design process, consisting of five stages: analysis, design, development, implementation, and evaluation. The informants were 3 experts in content, instructional media, and design, selected through purposive sampling. The research instruments consisted of: 1) nine adaptive microlearning lessons, 2) a pre-learning digital skills screening test, and 3) a five-point rating-scale evaluation form assessing the content, instructional media, and design quality of the lessons. Data were collected by submitting the developed lessons to the experts for quality evaluation. The data were analyzed using the mean and standard deviation.

The findings were as follows: 1) The developed adaptive microlearning lessons consisted of nine lessons covering nine digital skills across three proficiency levels: basic digital skills, initial work-related digital skills, and applied work-related digital skills. Each lesson comprised learning objectives, concise learning content, short videos, brief articles, infographics, digital knowledge cards, learning activities or tasks, online assessments, and feedback. Three adaptive learning pathways were designed based on the learners’ pre-learning screening results: Path A for foundational skill development, Path B for initial work-related skill development, and Path C for applied digital skill enhancement. and 2)The overall quality of the adaptive microlearning lessons was rated at the highest level (M = 4.47, SD = 0.35). When individual aspects were considered, the content quality was rated at the highest level (M = 4.57, SD = 0.41), and the quality of instructional media and design was also rated at the highest level (M = 4.37, SD = 0.29). The findings indicate that the developed lessons were of appropriate quality for further implementation in learning management aimed at enhancing undergraduate students’ digital skills. Further empirical investigation with undergraduate learners is required to determine the effectiveness of the lessons.