The mediating role of computational thinking skills between digital literacy and perceived system usability in Microsoft Teams

This study examines the relationship between digital literacy and perceived usability and the mediating role of computational thinking skills in this relationship. In the contemporary era, characterized by the proliferation of online learning platforms, the efficacy with which users navigate these systems is contingent upon their level of digital literacy. Furthermore, individuals’ computational thinking skills, which include problem solving, algorithmic thinking, and developing data-driven approaches, are considered an important variable in terms of the perceived usability of systems. In this quantitative study, 169 undergraduate Microsoft Teams users at Akdeniz University were selected as a sample representing the target population of active online learners. The relationships between digital literacy, perceived system usability, and the mediating role of computational thinking skills were analyzed using the PROCESS Macro (Model 4) to test the hypothesis that cognitive skills function as a bridge between user literacy and system evaluation. The findings indicate that digital literacy is significantly associated with perceived usability, with computational thinking skills playing a partial mediating role in this relationship. The study proffers recommendations for the more efficient use of online learning platforms and contributes to both the fields of education and technology design.