Impacts of Media Literacy on Perceived Learning Outcomes and the Creative Achievement of Art Students in Digital Learning Environments

ABSTRACT As the repercussions from post‐pandemic normative management continue, digital information and communication technologies have become widely integrated into teaching and learning across ages and environments. Most countries prioritize developing student media literacy to equip them for a digitalized society and diverse educational environments. Scholars are increasingly focusing on media literacy education methodologies, particularly as student art majors are significantly impacted by digital media, devices, and technologies. This indicates that the digital education of art majors must be further explored. This study developed a media literacy system model tailored to an online learning environment. The model integrates Functional Consumption (FC), Critical Consumption (CC), Functional Prosumption (FP), and Critical Prosumption (CP) with perceived learning outcomes of art students in a digital learning environment Cognitive (CO), Affective (AF), and Psychomotor (PO) domains and Artistic Creative Achievement (ACA). Using Structural Equation Modeling (SEM), The study analyzed the model's application; the findings provide guidance on using the media literacy system model to improve art students’ perceived learning outcomes and creative achievements in digital learning environments.