The relationship between digital literacy and academic performance of college students in blended learning: the mediating effect of learning adaptability
Why this work is in the frame
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Bibliographic record
Abstract
Blended learning is one of the main learning modes for college students nowadays. However, the relationship between college students' digital literacy, learning adaptability, and their academic performance in the blended learning environment has not been revealed in known studies. This study explores the impact of digital literacy on college students' academic performance, as well as the mediating role of college students' learning adaptability between the two variables. Based on previous literature, this study uses a structural equation model to verify the corresponding hypotheses and tests the mediating effect based on data from 357 participants. This study reveals that in blended learning environment, college students' digital literacy has a significant direct impact on their academic performance, college students' learning adaptability can also positively influence their academic performance, and learning adaptability plays a partially mediating role between digital literacy and academic performance in the blended learning environment. These results are discussed and provided suggestions for college students' blended learning and future research.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it