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Effect of Digital Literacy Training on Adults’ Use of Mobile Applications

Abstract

Digital literacy training refers to organized learning activities that equip adults with the knowledge and practical skills required to operate digital devices, navigate digital platforms, and use technology effectively, while adults’ use of mobile applications refers to their ability to access, operate, and apply smartphone applications for communication, learning, financial transactions, information, and other everyday activities. Effective digital literacy is increasingly important as mobile applications have become part of modern social, educational, and economic activities. However, limited digital skills may prevent some adults from using mobile applications effectively. Therefore, this study will examine the effect of digital literacy training on adults’ use of mobile applications. Digital literacy training exposes adults to basic and practical digital skills such as operating smartphones, installing applications, creating accounts, navigating application interfaces, adjusting settings, searching for information, managing digital content, and using online services. Through demonstrations, practical exercises, guided instruction, and hands-on learning activities, adults can develop greater familiarity with mobile technologies. Such training can help adults overcome difficulties associated with using smartphone applications and improve their ability to perform common digital tasks. Adults’ use of mobile applications involves the ability to access, navigate, and effectively use applications installed on mobile devices. These applications may support communication, education, transportation, banking, shopping, health information, entertainment, and access to other services. Adults who possess appropriate digital skills may be better able to operate these applications, understand their functions, and use them for relevant personal and social activities. Digital literacy training can therefore provide adults with practical competencies needed for effective mobile application use. The study will adopt a quantitative research design. The population will comprise adults participating in selected digital literacy training programmes within the study area. Data will be collected using a structured questionnaire and a practical digital skills assessment designed to measure digital literacy training and adults’ use of mobile applications. The instruments will be subjected to appropriate validity and reliability procedures before administration. Data collected will be analyzed using descriptive and inferential statistical techniques, while the relevant hypothesis will be tested at a 0.05 level of significance. The study is expected to establish that digital literacy training has a significant positive effect on adults’ use of mobile applications. It is expected that adults exposed to digital literacy training will demonstrate greater ability to navigate, operate, and use mobile applications for various purposes. The study may also establish that practical digital training improves adults’ confidence and competence in performing everyday tasks through mobile applications. The findings will have implications for adult education teaching and learning by emphasizing the importance of practical digital literacy instruction. Adult education facilitators may use demonstrations, smartphone-based exercises, guided practice, and task-oriented activities to help adults develop practical mobile technology skills. Such approaches can make digital literacy education more relevant to adults’ everyday needs and enable learners to apply acquired skills beyond the classroom. The study will be significant to adult learners, adult education facilitators, digital literacy trainers, educational institutions, community organizations, technology providers, and policymakers. Adult learners may benefit from improved ability to use mobile applications for learning, communication, financial services, and other everyday activities. Facilitators and programme planners may also gain useful information for designing digital literacy programmes that respond to adults’ practical technology needs. The study will recommend that adult education programmes should incorporate practical digital literacy training focused on smartphone operation and mobile application use. Adult education providers should use hands-on demonstrations and repeated practice to help learners develop confidence in using different types of applications. Community learning centres and relevant organizations should also provide accessible digital training opportunities for adults. The study concludes that effective digital literacy training can contribute to improved use of mobile applications among adults.

Keywords: Digital Literacy Training, Adult Education, Adult Learners, Mobile Applications, Digital Skills, Smartphone Use, Digital Competence, Mobile Technology, Digital Learning, Technology Use, E-Learning, Digital Awareness, Adult Learning, Information Technology, Mobile Literacy