The Effect of Digital Literacy on Perceived Interactivity in Learner–Artificial Intelligence Interaction: The Moderating Role of Digital Stress
Keywords:
digital literacy, perceived interactivity in learner–artificial intelligence interaction, digital stressAbstract
Objective: This study aimed to investigate the effect of digital literacy on perceived interactivity in learner–artificial intelligence interaction and to examine the moderating role of digital stress among elementary school teachers.
Methods and Materials: This applied study employed a descriptive-survey design. The statistical population consisted of all elementary school teachers employed by the Department of Education in Rudsar during the 2025–2026 academic year. Based on the Krejcie and Morgan sample size table, 234 teachers were selected using stratified random sampling. Data were collected using the standardized questionnaire developed by Ren et al. (2025), comprising perceived interactivity in learner–AI interaction, digital literacy, and digital stress constructs. The instrument was scored on a five-point Likert scale. Content validity was confirmed by experts, while Cronbach’s alpha, composite reliability, and average variance extracted supported the reliability and convergent validity of the measurement model. Data were analyzed using SPSS and SmartPLS. The Kolmogorov–Smirnov test was used to assess normality, and partial least squares structural equation modeling was applied to test the research hypotheses and moderation effect.
Findings: Digital literacy had a positive and statistically significant effect on perceived interactivity in learner–AI interaction (β = 0.319, t = 5.135, p < .05). In addition, the interaction effect of digital stress and digital literacy on perceived interactivity was negative and statistically significant (β = −0.131, t = 2.660, p < .05), confirming the moderating role of digital stress. The model explained 38.8% of the variance in perceived interactivity (R² = 0.388), and the Q² value of 0.237 indicated satisfactory predictive relevance.
Conclusion: Higher digital literacy enhances teachers’ perceived interactivity with AI by improving their ability to experience AI-supported learning as more responsive, controllable, engaging, and personalized; however, elevated digital stress weakens this positive effect.
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