Human–Computer Interaction and Digital Literacy Promote Educational Learning in Pre-school Children: Mediating Role of Psychological Resilience for Kids’ Mental Well-Being and School Readiness

AbstractThis research examines the influence of digital literacy on preschool children’s school readiness and mental health. The analysis dissects psychological resilience’s role as a mediator among digitally literate-conscious kids. The underlying theory underpinning the literature is a social learning theory, which provides the paradigm lens for effectively accessing and evaluating available digital information. This study measures these proposed assumptions using structural equation modeling techniques. Data collection was carried out in structured questionnaires, and the target population was parents of preschool children. The study used a convenience sampling technique to select a sample of parents based on preschool children under five. The results show that digital literacy among preschoolers is directly and positively related to their school readiness, mental well-being, and resilience. Findings suggest that psychological resilience significantly mediates between children’s digital literacy and school readiness. The findings provide valued insight and further directions for policymakers and educators from developing countries. It offers valuable guidance for teachers and parents of preschool children. Findings will encourage them to allow children to use digital gadgets to build and enhance their understanding of digital information. Preschoolers should also receive implicit and explicit training in the practical and fundamental knowledge of digital technologies for their educational use. In theory, this study contributes to the scientific literature by answering how digital literacy and resilience positively impact children’s school readiness and mental well-being.Keywords: Human–computer interaction for educationdigital literacyschool readinessmental well-beingpsychological resiliencepre-school kids Disclosure statementNo potential conflict of interest was reported by the author(s).Correction StatementThis article has been republished with minor changes. These changes do not impact the academic content of the article.Additional informationFundingNational Social Science Foundation of China project “Research on Risk Identification and Prevention in the Development of Rural Preschool Education” (Project No. 19BSH049).Notes on contributorsQingling MengQingling Meng is Associate Professor with faculty of education, Hulunbuir University, China. Meng is a native resident of Inner Mongolia, China. She is a doctoral candidate at the Faculty of Education, Northeast Normal University, China. Her research direction mainly engaged in early childhood education, online learning and digital education research.Zhonglian YanZhonglian Yan is affiliated with Department of Education, Northeast Normal University, China. Yang is a native resident of Hubei Province, China. Professor Yang is a doctoral supervisor and supervised several students. His research interests are community children’s services, early childhood care, and early childhood education, online and digital education.Jaffar AbbasJaffar Abbas is a well-established international researcher affiliated with Shanghai Jiao Tong University, China. Abbas received Master’s in Business (MBA) from Quaid-I-Azam University, the top tier university. Abbas served as Country Manager(NOKIA) MENA and NBP Funds. He has published almost 100 articles and book chapters in leading journals.Achyut ShankarAchyut Shankar is a Postdoc Research Fellow at University of Warwick, UK. He obtained his PhD in Computer Science and Engineering majoring from VIT University, Vellore, India. Shankar has published over 100 research papers in reputed international conferences/Journals. He is serving as an Associate Editor in reputed journals.Murali SubramanianMurali Subramanian is Associate Professor with School of Computing Science and Engineering at Vellore Institute of Technology, India. He received Ph.D. in Computer Science and Engineering from Vellore Institute of Technology (2017). He has 14 years of experience in teaching and research. He is also a Master Trainer.