Digital technology integration in literature learning to enhance students’ reading interest

Abstract

This study examined students’ perceptions of digital technology integration in literature learning, focusing on their interest in reading digital literature, the influence of social media, the use of digital literature applications, technology-supported learning experiences, and understanding of literature through digital content. The study employed a descriptive quantitative design using a survey approach. Data were collected through a questionnaire with 30 statements organized into five indicators, rated on a five-point response scale. The responses were analyzed using descriptive statistics to identify patterns across the measured dimensions. The findings revealed generally favorable perceptions of digital technology in literature learning. Students regarded digital content as particularly helpful in understanding literary works and reported positive experiences with technology-supported activities and social media. However, their engagement with applications specifically designed for literary reading was comparatively limited. These findings suggest that students are more familiar with general digital platforms than with specialized literature applications. Digital technology can enrich literature learning when teachers connect it with purposeful reading, discussion, interpretation, and creative-response activities. Teacher guidance, equitable access, and appropriate instructional design remain essential to ensuring meaningful and inclusive implementation.