International Journal of Interactive Mobile Technologies (iJIM) – eISSN: 1865-7923 – Vol 17 No 10 (2023) Paper—Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students https://doi.org/10.3991/ijim.v17i10.38253 Rizky Amelia1,2(), Zamzani1, Ali Mustadi1, Anik Ghufron1, Ahmad Suriansyah2, Aslamiah2 1 Universitas Negeri Yogyakarta, Yogyakarta, Indonesia 2 Universitas Lambung Mangkurat, Banjarmasin, Indonesia rizkyamelia.2020@student.uny.ac.id Abstract—After the implementation of the school closure policy, parents are acclimating to studying with their children due to the effects of COVID-19 pan- demic. Therefore, this study thoroughly discusses the involvement of parents in a child’s digital education, especially the experience of the mothers with elemen- tary school students. The survey approach and qualitative methods are used to obtain 277 respondents from the population of parents in Berau, Indonesia. Struc- tural Equation Modeling (SEM) and Partial Least Square (PLS) are the data anal- ysis technique used with the help of SmartPLS software version 3. The results shows that the direction of the relationship between the use of gadgets and ma- ternal involvement is positive, hence the hypothesis decision is accepted. The digital learning of children includes letter and number recognition, reading, learn- ing to count, coloring, drawing, playing educational games, and studying. Some of the mothers’ involvement includes explaining websites accessible by children to communicate politely on social media. These results are valuable insights for parents in providing involvement in digital learning for elementary school stu- dents. It is important for parents to have a higher level of understanding and fa- miliarity with the application or technology that their children utilize. Keywords—digital learning, elementary school, mother’s experience, parental involvement, students 1 Introduction Community and school learning activities are expected to continue even though the pandemic has not been cured, and multiple groups are collaborating to restore the edu- cational system. The pandemic brought rapid changes in various areas, including edu- cation, thereby forcing people to learn adaptively through digital technology instru- ments [1]. Technology was also raised as one of the priority issues in the 2022 G20 on Education and Culture forum. Digital technology in education is about the physical contribution as a learning tool and multidimensional concept [2]. Using technology for learning should also be followed by a transformation of patterns by teachers and stu- dents [3], [4]. However, the digital teaching method gap creates new habits that allow 118 http://www.i-jim.org https://doi.org/10.3991/ijim.v17i10.38253 mailto:rizkyamelia.2020@student.uny.ac.id Paper—Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students learning [5]. The normally bustling education industry came to an abrupt halt, forcing reform across the board, including new approaches to teaching, course design, and cur- riculum delivery [6]. The approach to learning is starting to change since it is student-centered. Children are digital natives who use technology [7], and should continue learning about various applications through communication channels [8], [9]. Additionally, effective and effi- cient tools are expected to optimize the various digital spaces provided for the interac- tion of teachers and children. As a result, children become more enthusiastic, creative, and critical in selecting information to develop new ideas not previously found in con- ventional learning [10], [11]. The development of digital learning focuses student on playing games while lacking sensitivity to the surrounding environment and social re- lationships. This sums up the state of modern-day childhood, especially regarding schooling. Usually, they are more focused on learning to prepare for a better future, and develop the capacity for abstract thought. However, children in the modern digital age are carried away by technology, leading to a reluctance to accept responsibility, moral decline, and increased crime [12]. It hap- pens because of the ease of accessing information and communication using technology through online social media pages. It is also a common problem that allows children focus more on this technology circle than on learning [13]. Complex problems affect the educational process, and the digital learning culture should have various stimuli [11]. To help children at home, parents need to provide guidance, instruction, under- standing, cooperation, and supervision. Meanwhile, parents should control and super- vise every activity and information received through digital media and provide excel- lent and appropriate explanations [14]. Proper parental modeling is needed to use tech- nology in children to construct knowledge and support learning [15]. Parental involvement is the spearhead of students’ attitudes or behaviors in respond- ing to digital learning. It becomes essential because engagement influences communi- cation patterns and interactions [16]. The involvement in this digital model has a severe impact on the growth of children. One of the negative impacts experienced by students who use technology without parental supervision is moral degradation. The use of in- formation technology is not balanced by noble ethical values in the real world [17]. Children are especially vulnerable to the long-term consequences of exposure to unreg- ulated substances. Parents are tasked with accompanying and directing them in using technology to manage the negative impact [18], [19]. Based on the observations, the nature of parental involvement, especially for moth- ers, has undergone relative changes in the education sector. Schools are starting to view this as an opportunity in children’s education after the Covid-19 pandemic [20]. The involvements are expected to play a significant role in the past and are getting used to directly assisting children in learning after the school closure policy in 2020-2021. However, many parents encounter obstacles in this mentoring activity, such as manag- ing children’s learning and playing time [21]. During the COVID-19 pandemic in Japan, mothers are preferable to fathers when accompanying elementary school pupils learning online. [22]. According to research conducted in Italy, women were primarily responsible for the increased caregiving and housework that COVID-19 required [23]. In order to examine parent and child well- iJIM ‒ Vol. 17, No. 10, 2023 119 Paper—Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students being during the COVID-19 pandemic in Italy, parents of children aged 2 to 14 years were surveyed online. This research by Spinelli et al. also highlights the difference be- tween mothers' and fathers' engagement in their children's learning during the pan- demic. The study indicated that the COVID-19 quarantine significantly negatively in- fluenced the health of both parents and children. Of the 854 replies they got, 797 were from women. From a larger perspective, mothers frequently participate more actively in their student's educational activities and supervision [24]. Researchers have found that the mother-child relationship modifies the link between family involvement in children's schooling and academic success [25], [26]. Specifi- cally, as mothers reported experiencing more affection for their children, the positive correlation between family involvement in school and academic achievement in- creased. The warmth between mothers and their children has been linked to children's tendency to internalize family values and norms through identification and modeling [27]. Children who have a close bond with their mothers may be more likely to inter- nalize academic ideals and participate in activities (like reading) that contribute to aca- demic success [28], [29]. Mothers will be extra helpful to children in preparing all learning media to support the learning process and overcome all kinds of problems. Meanwhile, problems arise due to the absence of direct assistance from the teacher. Mothers are responsible for explaining the lessons taught in school, and their children can pick up and retain every piece of information [28]. This can be conducted by (1) choosing features on gadgets that are relevant to the children’s age, (2) accompanying children during the use of gadgets, (3) limiting the children’s time to use the gadget, (4) avoiding addiction in children by providing rules, and (5) assisting children in adjusting to the environment and the development of the times [29]. An overview of the context has been built in the relationship between school and home based on various explanations. Homework and participation in their children’s digital education are becoming increasingly important as technology advances. The scholarly output can be increasingly successful with digital technology in learning ac- companied by parental involvement [30]. Much attention has been paid to analyzing the impact of digital technologies on learning [1], [31]. However, research on parental involvement in children’s education has received less attention, especially in digital learning. Therefore, this study thoroughly discusses the involvement of parents in dig- ital learning using technology and looks at the relationship between school and home. The following is a rundown of the issues discovered in this research. ─ RQ1: What role does the usage of technology have in the educational experience of elementary school students? ─ RQ2: What role do mothers play in supporting their children with their digital edu- cation? ─ RQ3: Does the mother's involvement in her children's technology usage affect the children's ability to learn? 120 http://www.i-jim.org Paper—Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students 2 Literature review 2.1 Digital learning Information and communication technology (ICT) and other educational technolo- gies are used in classrooms more and more frequently. The research has established a clear connection between educational technology and effective learning outcomes [10], [12]. What's more, research shows that it's critical to have educational technology es- pecially suited for students, considering their needs and abilities. Technology is crucial to students' learning early on, mainly when used under an adult's supervision [1]. In addition, the technology significantly impacts students' daily lives and is present in many ways throughout their educational journey. Students can improve their cognitive and numeracy skills by using well-designed digital resources [4], [7], [12], [19]. 2.2 The role of parents Parents' opinions about what they ought to do about their children's education are incorporated into role-playing activities for parental involvement. Previous studies have highlighted the importance of parent's participation in their children's education and their prospects for academic achievement [26], [32]–[35]. Definitions of parental involvement used in various articles: parent-child communication about school; home supervision; checking homework; homework assistance; educational expectations and aspirations; school attendance and participation; reading with children; communicating with schools; parenting style; and parental attitudes toward education [32]. Role con- struction is influenced by parents' views on child rearing, child development, and ap- propriate home support roles in children's education [36]. In addition, parental role con- struction develops from parents' interactions with people and groups related to educa- tion and is influenced over time by social factors. The ability of role construction to influence and shape parental involvement has been empirically supported in studies of diverse groups of elementary school students [18], [36], [37]. In comparison to parents who have less active role beliefs, parents who have an active role construction are typ- ically more involved in their children's education [15], [16], [21]. 2.3 Mother’s involvement The mother-child relationship is crucial to children's ability to perceive and evaluate their surroundings and selves. The children whose needs are adequately met view them- selves as valuable creatures, and they view their environment as valued and trustwor- thy. Mothers should be the primary adults who satisfy a child's need for affection, and they should help their children develop self-esteem [35]. In an environment where chil- dren are adequately supported, the discipline and education mothers provide to their children will be of high caliber [28]. People are now more aware of the significance of healthy mother-child relationships for developing healthy personalities and environ- iJIM ‒ Vol. 17, No. 10, 2023 121 Paper—Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students mental adaptation in children. When mothers engage in healthy, non-threatening, co- operation-based communication with their children, the children develop into adapta- ble, creative, and self-controlled individuals [30], [35], [38]. Mothers must be self-as- sured, sensitive to their children's difficulties, accepting, and share their children's emo- tions and thoughts. Mothers who tenaciously defend their own opinions, refuse to get ideas and beliefs that differ from theirs and disregard their children's views and opinions are incapable of establishing healthy relationships with their children. 3 Methods 3.1 Research design This research was conducted using quantitative descriptive methods with a survey approach. It obtains a complete picture of parents’ involvement in digital-based student learning, especially the role of mothers of elementary school students in Berau Re- gency, East Kalimantan, Indonesia The data was sourced from the population of parents in Berau Regency, with about 277 respondents. The eligibility criteria for parental par- ticipants are limited to mothers of students enrolled in early grade levels. Moreover, the study employs a purposive random sampling technique, which is further supported by careful consideration [39]. Purposive sampling is a method of sampling where decisions are made based on criteria that are believed to be appropriate for the characteristics of the target population. 3.2 Data collection The data collection used a questionnaire containing indicators of the mother’s in- volvement in stimulating digital learning at home [26], [28], [29]. This questionnaire was circulated in April-July 2022 through a google form application whose link was distributed through the WhatsApp group. This research instrument uses a Likert scale to collect precise data because the answer options for each question range from highly positive to extraordinarily negative or vice versa. Using a Likert scale to measure an individual or group's opinions, perceptions, and attitudes regarding social phenomena. This study employed a closed questionnaire that supplied answer options so respond- ents could place a checkmark next to the appropriate answer option on the Google Form platform as a survey of respondents associated with the phenomenon under investiga- tion. This research instrument was created using sub-variable indicators. 122 http://www.i-jim.org Paper—Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students Table 1. Sub-variable indicators of instrument No. The Role of Parents Question Number 1 Utilization of technology for educational games 1, 2, 3, 4 2 Utilization of technology to study 5, 6, 7 3 Utilization of technology for coloring 8, 9, 10 4 Utilization of technology for drawing 11, 12 5 Utilization of technology to recognize letters, and numbers, read, and count. 13, 14, 15 6 Train children’s critical thinking skills based on images and words. 16, 17, 18 7 Describe the websites that children can access. 19, 20, 21, 22 8 Train children to communicate politely when using social media. 23, 24 9 Supervise children when uploading photos and videos on social media. 25, 26, 27 10 Train children’s creativity to create learning-related photos and videos. 28, 29, 30 The research data validity technique uses content, constructs, and empirics [39]. The content’s validity is measured by testing the feasibility of each item of the questionnaire statement based on the assessment of competent experts. Based on the test results, the panels commented that the questionnaire items were declared feasible to be tested in empiric validity. In validating constructively, it analyzed the rules for writing question- naire instruments to prevent multi-interpretation when respondents answered several questionnaire item statements. Empirical validity is also ensured by piloting several questionnaire items among parents who belong to the same population as the study but not included in the sample. Meanwhile, the empiric validity test calculation uses the product moment formula. 3.3 Data analysis technique The results of the empiric trial by calculating its internal consistency resulted in 20 instruments having an internal consistency index of ≥ 0.30. Meanwhile, the reliability calculation was carried out with the Cronbach alpha formula. The results of the relia- bility calculation reach an alpha value of > 0.7, hence the instrument is suitable for research. Once validity and reliability have been calculated and explained, each ques- tionnaire item is ready for data collection. The Structural Equation Modeling (SEM) approach is an analytical method, and the variant-based approach simultaneously tests measurement and structural models. The analytical tool employed to test the research hypotheses is Partial Least Squares (PLS), supported by the SmartPLS software version 3. Data analysis is performed directly according to the data that has been obtained [40]. Structural Equation Modeling (SEM) can be solved using PLS, which in this situa- tion is more effective than other SEM methods [41]. SEM is frequently employed by researchers who specialize in the social sciences since it provides greater flexibility in research that integrates theory and data and is capable of doing path analysis with latent variables [40]. PLS is a powerful analytical method because it is not dependent on a wide range of hypotheses. Indicators with category, ordinal, interval and ratio scales can all be used in the same model; a large sample number is neither required nor rec- ommended [42]. Apart from validating hypotheses, PLS also elucidates whether or not iJIM ‒ Vol. 17, No. 10, 2023 123 Paper—Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students a connection exists between hidden variables. PLS is more suitable for data analysis in predictive research because it is used to support the theory. PLS can be used to analyze data for correlations between latent factors. Constructs made with both reflexive and formative markers can be analyzed using PLS. For this reason, covariance-based SEM is insufficient because the resulting model would be anonymous [41]. 4 Results and discussion This section uses tables to present the findings of this study, which aims to analyze the role of technology use in the educational experience of elementary school students, the role played by mothers in supporting their children's digital education, and the effect of mothers' involvement in their children's use of technology on their children's learning abilities. RQ1: What role does the usage of technology have in the educational experience of elementary school students? The integration of technology in learning has been found to yield many positive im- pacts for students in elementary schools. However, the involvement of parents, espe- cially mothers, is essential to control and confront any challenges that may arise. Based on the interviews with participants, tasks related to the child’s schooling became the mother’s responsibility. Some studies and literature also show that most mothers per- form these significant tasks [26], [29], [43]. The following are the results of a survey of student activities in digital learning. Table 2 shows that the highest percentage of the use of technology in children’s digital learning is in the activities of recognizing letters and numbers, reading, and learning to count. Before children can read, write, or count, letters and numbers must be learned. The results showed that mothers teach children to think critically and inde- pendently. After the child has mastered letters and numbers, gadgets can be used to practice reading and counting [44]. Reading ability is related to language skills that instill ideas and feelings in the text. Table 2. Average survey results on the use of technology in digital learning students No. Children’s Digital Technology Activities Score 1 Utilization of technology for educational games 3.964 2 Utilization of technology to study 2.401 3 Utilization of technology for coloring 4.051 4 Utilization of technology for drawing 3.968 5 Utilization of technology to recognize letters, and numbers, read, and count. 4.3 Counting activities include mentioning, identifying, operating, and comparing num- bers. Meanwhile, the numbers from 0 to 20 can be mentioned in seven-years-old chil- dren. Parents use numeracy applications to hone skills in primary school children ac- cording to their level. According to research findings, a significant proportion of par- ents, estimated at approximately 78%, require literacy, numeracy, and communication skills in order to enhance their child’s competency in various domains. Furthermore, 124 http://www.i-jim.org Paper—Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students students find it easier to learn the material with learning numeracy applications. This is because visual and audio combine to digest the material easily, and children are highly interested in the media [45]. The acquisition of reading and numeracy skills is crucial in facilitating children’s academic development within conventional educational insti- tutions. The use of technology is also used to learn, draw, and color, and parents should accompany children in using these activities. In drawing tools, mothers introduce chil- dren to access applications, and their roles in maximizing the use of technology in col- oring activities are carried out in several ways. These include the Vutoria program, color recognition, Macromedia flashes C6, kids painting coloring book, kids center col- oring, kids doodle-color and draw coloring for children, and toddler coloring book free [46]. Some mothers also provided instructions on how to download and use the appli- cation. Children have initiative and are more critical of the new problems faced while accessing the application through the explanation. The results align with previous re- search, where children use images to express and articulate emotions, high-level think- ing, means of interaction, and presentation of concrete and abstract ideas to show the development of children’s thinking [47]. Meanwhile, coloring activities become a means of imagination for children, a tool for recognizing color differences, and fine motor training by coordinating between the hands and eyes. Coloring activities can concentrate and train children’s target-setting skills. Additionally, it can become a means to make classes fun and influence creativity [48]. Children also use technology to play educational games wrapped in rules that stimulate cognition and improve concentration. Playing games can stimulate children’s thinking skills, such as block sequencing regarding color. The combination of several principles of technology-based games can create educational content that is entertaining and fun [49]. Furthermore, learning educational games for reading, writing, and count- ing can increase the interest in learning for children aged 3-8 years with a percentage of 78.33% (very good) [50]. The use of android-based game media affects language skills, as can be seen from cycles I and II indicators at 53% and 83% [48]. However, the results are contrary to this study because several factors have a con- siderable influence, namely the involvement of parents in supervising children. The lack of support and the role of parents or teachers can affect learning effectiveness. It is imperative to establish a consensus on the supervision of children’s healthy digital engagement. Leveraging contemporary technology, educational institutions can de- velop gamified applications that facilitate both learning and play for children [51]. Therefore, educational games are used as entertainment and to educate children. The employment of technology in the classroom reveals that children exhibit the lowest average utilization rate. Moreover, the pedagogical approach involves using ed- ucational applications for Islamic education. The assessment applications for children include asmaul husna, hijaiyah letter recognition, iqro, BIL Hikmah, association (Metas-Q), and memorization method of the Qur’an [52]. The utilization of studying as an educational application aims to cultivate Islamic character and serves as a mode of play-based learning. Children can be interested in learning with the educational ap- plication of hijaiyah letter recognition on gadgets because the presence of sounds and iJIM ‒ Vol. 17, No. 10, 2023 125 Paper—Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students pronunciation methods support the application. Furthermore, an android-based appli- cation with Unity 3D gives children’s appeal, especially in hijaiyyah letter material in- cluded in the excellent category [53]. Therefore, parents should be able to guide their children through the app’s interface to ensure the best possible learning experience. One of the advantages of gadget applications is their potential to facilitate collaboration, which can enhance knowledge acquisition related to religion. Furthermore, they offer a means for children to learn through play. RQ2: What role do mothers play in supporting their children with their digital edu- cation? In addition to measuring the percentage of digital technology utilization, this study also calculated the percentage regarding mother’ roles. The results related to the assess- ment of the role of parents are presented in Table 3. Table 3. Average mother’s role survey results No. The Role of Parents Score 1 Train children’s critical thinking skills based on images and words. 3.477 2 Describe the websites that children can access. 3.942 3 Train children to communicate politely when using social media. 2.884 4 Supervise children when uploading photos and videos on social media. 3.347 5 Train children’s creativity to create learning-related photos and videos. 2.549 Based on Table 3, the highest average information obtained is found in the explana- tion of websites that children can access. There has been no effort to foster children’s imaginations regarding learning-related photography and videography. These results indicate that the mothers have performed the required role using digital technology. Parents play a role in assisting digital native children [54]. Parents and women have numerous responsibilities in today’s increasingly digital world. Mothers are expected to direct children in the wise use of technology to use digital media positively. Parents are expected to control the use of gadgets during the development and growth of children. They are prominent in the child’s growth and development process. Children need maternal guidance during internet use to be utilized positively. Indone- sian mothers monitor usage, set limits, and guide to help their children make the most of the available technology tools [55]. Character formation involves the parents’ fun- damental role [21]. Mothers also play a role in assisting the use of gadgets by stimulat- ing cognitive competence through YouTube videos. The involvement is skilled and un- derstands the various terms of digital devices to place these media with full supervision and responsibility [56]. Some of the efforts in monitoring the use of gadgets include accompanying children, supervising every content accessed, limiting access time, and setting up the required gadgets appropriate for their age [29]. The children’s critical thinking skills should also be practiced with images and words obtained online. Mothers are obliged to develop themselves through productive activi- ties and become literate. The increasing involvement of coaches, teachers, supervisors, directors, and child controllers is needed during online implementation [57]. Mothers can involve children in developing critical thinking skills by providing stories or cases 126 http://www.i-jim.org Paper—Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students regarding technology’s positive and negative impacts [14], [58]. Parents are determi- nants of the child’s future and success through intensive guidance during the learning process at home. RQ3: Does the mother's involvement in her children's technology usage affect the children's ability to learn? This study has shown several variables about using digital technology in parental involvement, and the utilization requires a unique role to keep it balanced. Based on the analysis of the previous discussion, data were obtained that technology has been uti- lized in positive activities. Before hypothesis testing, data quality was analyzed by test- ing reliability and validity, compiling inner models, and analyzing algorithms. From the results, an invalid but reliable questionnaire indicator was obtained. This is because the descriptive validity obtained from the average variance extracted (AVE) and actual values are less than 0.5 and above 0.7. The data is reliable and valid when the Cronbach alpha and descriptive validity values are more than 0.5 and 0.7 (Creswell & Poth, 2017). A model-inner image of the indicators was eliminated, as presented in Figure 1. Fig. 1. Inner model modifications Figure 1 presents the inner modification model, while Table 4 presents the test of the quality of the research data. The presentation is as follows. Table 4. Data quality test results No Variables and Indicators Outer Loading 1 Utilization for educational games (P1) 0.616 2 Utilization for reviewing (P2) 0.413 3 Utilization for coloring (P3) 0.863 4 Utilization for drawing (P4) 0.565 5 Utilization for counting (P5) 0.798 6 Mothers train the child’s critical thinking skills towards images and words (O1) 0.999 7 The mothers explain the website that children can access (O2) -0.235 8 Mothers train children to communicate politely on social media (O3) -0.036 9 Mothers supervise children who upload photos and videos on social media (O4) -0.083 10 Mothers train children’s creativity to make photos and videos related to learning (O5) -0.094 iJIM ‒ Vol. 17, No. 10, 2023 127 Paper—Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students The data qualification test in Table 4 shows that the outer loading value (for reflexive indicators) obtains the weight of each indicator as a measure of each latent variable. Indicators with outer weight are the strongest variable gauges. Table 5 above exposes the data of latent variables with loading values below 0.5, and the measurements have not met the required convergent validity. Table 5. Hypothesis test results Symbol Hypothesis Original Sample SD Mean P Values T Statistics Conclusion X1->Y1 0.441 0.135 0.413 0.002 3.141 Accept In the SEM model with PLS, the significance test analysis aims to determine the effect of technology utilization on maternal involvement. The bootstrapping procedure is a strategy to test hypotheses using the SEM PLS method with the smartPLS 3.0 com- puter program to gather results regarding the effect of gadget use on primary school- aged children. Before testing the hypothesis, the T-table value data was obtained by 1.97. Table 5 hypothesis test showed that the statistical value of the effect of gadget utilization (X1) on maternal involvement (Y1) was 3,141 > T-table (1.97). The original sample estimate indicated a positive value of 0.441 as the direction of the relationship between the use of gadgets (X1). Meanwhile, mother’s involvement (Y1) is positive since the hypothesis decision is accepted, showing a significant influence on parental involvement in digital learning. This demonstrates that mothers' involvement signifi- cantly encourages Indonesian primary school students' commitment to digital learning. This finding supports the findings of earlier studies, which found that mothers' support is essential for learning and for the academic or educational success of their offspring [26], [32]–[35]. Similarly, Boonk et al. found a substantial positive correlation between academic success and a mother's involvement in learning support [59]. The findings are relevant to several studies that screen use time in children results from interactions between child factors and parental attitudes. Parents’ involvement in fostering technology use is a form of primary responsibility because the family is the first place of education. Communication is the main factor that should be preserved by controlling, monitoring, supporting, and making children aware of the importance of education [60]. Similarly, the numerous benefits that online learning environments provide, as well as what motivates commitment to online learning, can justify the high level of involve- ment of mothers in the digital learning of their children. Rahayu discovered, for in- stance, that digital learning promotes and facilitates learners' cognitive development at the expense of collaborative learning [34]. Digital learning fosters higher-order think- ing and collaborative work [15], [16]. Particularly, J. Park et al. assert that mothers' involvement in learning allows children to overcome developmental obstacles and com- plete developmental duties [43]. This study's engagement theory also supports the con- clusion that learners will be intrinsically motivated to learn when the learning environ- ment and activities are technological. 128 http://www.i-jim.org Paper—Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students 5 Conclusions and limitations The use of digital learning should have various stimuli to excite and motivate chil- dren in digital learning. To accompany children at home, mentoring, education, aware- ness, collaboration, and parental involvement are required. Parents should control and supervise every activity and information received through digital media and provide excellent and appropriate explanations. Parental involvement is essential to control and face various challenges of students. Based on the interviews with participants, tasks related to schooling are the mother’s responsibility. The highest percentage of children’s digital learning is in recognizing letters and numbers, reading, and learning to count, while the lowest is in the assessment activity. Furthermore, the highest average information is found in the explanation of websites to be accessed. The role that has not been performed is training children’s creativity in taking photos and videos related to learning. The statistical value of the effect of gadget utilization (X1) on maternal involvement (Y1) was 3,141 > T-table (1.97). The original sample estimate value shows a positive value of 0.440, which indicates that the direc- tion of the relationship between the use of gadgets (X1) and maternal involvement (Y1) is positive, hence the hypothesis decision is accepted. There is a significant influence on parental involvement in digital learning. Therefore, the mothers have carried out the required role as a companion for children using digital technology. The influence of gadgets on parental involvement is significant for parents to guide children in the digital era. The findings can be the subject of a parent study to monitor and limit the use of gadgets for children of primary school age. Parents should be more competent and know more deeply about the applications used by children. The novelty in this study is more specifically focused on using gadgets by utilizing applications provided by schools or the government. These results demonstrate the high involvement of mothers in digital learning for Indonesian elementary school pupils. The government, educators, and pupils could all benefit from these findings. This study has contributed to the body of knowledge regarding the involvement of mothers in the digital learning of their children in Berau, East Kalimantan Indonesia. Therefore, it is recommended that primary school systems implement and follow digital learning education as a supplement to traditional teaching and learning methods in order to maintain continuity during extraordinary times such as the COVID-19 pandemic, not only in Indonesia but also globally. For the academic success of their children who have become digital consumers, parents, particularly mothers, must attempt to maintain the education system in synergy with the digitalization revolution. It stands to reason that the present study has its own set of restrictions, just like any other piece of research. However, a mixed methods approach may be more ideal than the single method used in this research because of the lockdown caused by the COVID- 19 pandemic. This study only considers two variables: maternal involvement and child participation in digital learning. There may be additional factors that influence digital learning commitment, such as mother's education, mother's occupation, family economic conditions, number of children the mother cares for, mother-child emotional relationship, child's learning environment, and communication between mothers and iJIM ‒ Vol. 17, No. 10, 2023 129 Paper—Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students teachers at school. If this is applicable to their society, subsequent research may consider additional factors. Therefore, these findings must be interpreted as a portrait of mother involvement in digital learning among children in Indonesia, particularly in Berau, East Kalimantan. In doing so, these findings provide a solid foundation for the argument and a solid springboard for further in-depth research on the involvement of mothers in the digital learning of primary students around the globe. 6 Acknowledgment The authors are thankful to the editors of International Journal of Interactive Mobile Technologies (iJIM) for publishing this paper. The Faculty Research Support Fund pro- vided funding for this study. 7 References [1] Y. Nurmalisa, S. Sunyono, and D. Yulianti, “An Integrative Review: Application of Digital Learning Media to Developing Learning Styles Preference,” Int. J. Inf. Educ. Technol., vol. 13, no. 1, pp. 187–194, 2023. https://doi.org/10.18178/ijiet.2023.13.1.1795 [2] M. A. Camilleri, “Evaluating service quality and performance of higher education institutions: a systematic review and a post-COVID-19 outlook,” Int. J. Qual. Serv. Sci., vol. 13, no. 2, pp. 268–281, 2021. https://doi.org/10.1108/IJQSS-03-2020-0034 [3] A. Al-Hunaiyyan, R. 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J., vol. 13, no. 2, pp. 142–160, 2021. https://doi.org/10.34105/j.kmel.2021.13.008 iJIM ‒ Vol. 17, No. 10, 2023 133 https://doi.org/10.1016/j.chb.2018.09.036 https://doi.org/10.15388/infedu.2016.07 https://doi.org/10.26858/tematik.v8i1.27550 https://doi.org/10.1016/j.childyouth.2020.105227 https://doi.org/10.1145/3337682.3337689 https://doi.org/10.1145/3337682.3337689 https://doi.org/10.15388/infedu.2021.12 https://doi.org/10.1007/s10639-020-10382-2 https://doi.org/10.1109/NOORIC.2013.46 https://doi.org/10.1111/bjet.12667 https://doi.org/10.1111/famp.12649 https://doi.org/10.1016/j.edurev.2018.02.001 https://doi.org/10.34105/j.kmel.2021.13.008 Paper—Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students 8 Authors Rizky Amelia is a Ph.D. Candidate, Department of Primary Education, Graduate School, Universitas Negeri Yogyakarta & Lecturer in Department of Primary School, Universitas Lambung Mangkurat, Banjarmasin, Indonesia. She received awards from Elsevier as a reviewer in the journal Heliyon (Scopus Q1) and the Journal of Computer Speech & Language (Scopus Q2). She has also been a reviewer of articles in the Australasian Journal of Educational Technology (Scopus Q1), Frontiers in psy- chology (Q1), Educational studies (Q2), Journal of Turkish Science Education (Q2), Multidisciplinary journal of educational research (Q2), International Journal of Infor- mation and Education Technology (Q3), International Journal of Learning, Teaching and Educational Research (Q3), International Journal of Cognitive Research in Science, Engineering and Education (Q3), and Eğitim ve Öğretim (Q4). Her research focuses on teaching and learning in primary school, linguistic education, writing skill, digital lit- eracy, learning design, STEAM Education, and Indonesian language education. She can be contacted at email: rizkyamelia.2020@student.uny.ac.id and rizkya- melia@ulm.ac.id. Zamzani is a Senior Professor of Indonesian Language Education Depart- ment and Chairman of the Senate of Universitas Negeri Yogyakarta, Colombo Street No.1 Yogyakarta, Yogyakarta 55281, Indonesia. His research focuses on Indonesian language learning, language skill education, linguistics, teaching and learning educa- tion, and learning evaluation. He can be contacted at email: zamzani@uny.ac.id. Ali Mustadi is a Professor and researcher in undergraduate of Elemen- tary School Teacher Education Department, Master, and Doctoral Program of Primary Education Department, Graduate School, Universitas Negeri Yogyakarta. He also a secretary of Primay Education Forum of Indonesia. He joined Sandwhich Program in Ohio State University, USA (2009-2010). Actively participated in Short Course on Les- son Study (SToLS) JICA in Japan (2013). Participated in SEA-ESD UNESCO team member 2018-now. Boards of Indonesia Association of Primary Education Lecturers since 2013-now, active member in Comparative Education Society of Asia (CESA) and WCCES since 2012-now, also active member in World association of Lesson Study (WALS), ISPI, TEFLIN, AsiaTefl. His research focuses on thematic learning in pri- mary school, authentic assessment, digital media for learning, disaster literation, and teaching and learning in primary school. He can be contacted at email: ali_mustadi@uny.ac.id. Anik Ghufron is a Senior Professor of Educational Curriculum and Tech- nology Department and Postgraduate Director of Universitas Negeri Yogyakarta, Co- lombo Street No.1 Yogyakarta, Yogyakarta 55281, Indonesia. His research focuses on curriculum development, digital learning, teaching and learning education, and learning evaluation. ORCID: https://orcid.org/0000-0001-6711-3606 Google Scholar: https:// scholar.google.com/citations?hl=en&user=RyW5p-AAAAAJ Scopus: https://www. scopus.com/authid/detail.uri?authorId=57204199426. He can be contacted at email: anikghufron@uny.ac.id. Ahmad Suriansyah is a senior Professor of researcher in undergraduate of Elementary School Teacher Education Department, Master and Doctoral Program of 134 http://www.i-jim.org mailto:rizkyamelia.2020@student.uny.ac.id mailto:rizkyamelia@ulm.ac.id mailto:rizkyamelia@ulm.ac.id mailto:zamzani@uny.ac.id mailto:ali_mustadi@uny.ac.id https://orcid.org/0000-0001-6711-3606 https://scholar.google.com/citations?hl=en&user=RyW5p-AAAAAJ https://scholar.google.com/citations?hl=en&user=RyW5p-AAAAAJ https://www.scopus.com/authid/detail.uri?authorId=57204199426 https://www.scopus.com/authid/detail.uri?authorId=57204199426 mailto:anikghufron@uny.ac.id https://orcid.org/0000-0003-4310-8620 https://scholar.google.com/citations?user=ZSvsCnMAAAAJ&hl=en https://www.scopus.com/authid/detail.uri?authorId=57207621480 https://publons.com/researcher/5328950/rizky-amelia/ https://orcid.org/0000-0001-9056-4667 https://scholar.google.com/citations?user=BqCYYOwAAAAJ&hl=en https://www.scopus.com/authid/detail.uri?authorId=57211094923 https://orcid.org/0000-0002-7620-4582 https://scholar.google.co.id/citations?user=dq4z5iAAAAAJ&hl=id https://www.scopus.com/authid/detail.uri?authorId=57201326107 https://publons.com/researcher/3715087/ali-mustadi/ https://orcid.org/0000-0001-9056-4667 https://scholar.google.com/citations?user=BqCYYOwAAAAJ&hl=en https://www.scopus.com/authid/detail.uri?authorId=57211094923 https://orcid.org/0000-0003-4372-6314 https://scholar.google.com/citations?hl=en&user=wfsEDxoAAAAJ https://www.scopus.com/authid/detail.uri?authorId=57195919966 https://publons.com/researcher/3374366/ahmad-suriansyah/ Paper—Parental Involvement in Digital Learning: Mother’s Experiences of Elementary School Students Management Education Department, and Director of Postgraduate Program in Univer- sitas Lambung Mangkurat Indonesia. His research focuses on leadership management, transformational leadership, character education, education in primary school, digital transformation, and learning strategy. He can be contacted at email: a.suri- ansyah@ulm.ac.id. Aslamiah is a senior Professor of researcher in undergraduate of Elemen- tary School Teacher Education Department, Master and Doctoral Program of Manage- ment Education Department, Graduate School, Universitas Lambung Mangkurat Indo- nesia. Her research focuses on leadership management, transformational leadership, character education, education in primary school, digital transformation, and learning strategy. She can be contacted at email: aslamiah@ulm.ac.id. Article submitted 2023-01-21. Resubmitted 2023-03-09. Final acceptance 2023-03-09. Final version pub- lished as submitted by the authors. iJIM ‒ Vol. 17, No. 10, 2023 135 mailto:a.suriansyah@ulm.ac.id mailto:a.suriansyah@ulm.ac.id mailto:aslamiah@ulm.ac.id https://orcid.org/0000-0002-2636-4545 https://scholar.google.com/citations?hl=en&user=EXOJeB4AAAAJ https://www.scopus.com/authid/detail.uri?authorId=57195916166