<![CDATA[This study aims to explore the impact of digital tool use on improving reading skills among university students. A quantitative explanatory approach with a comprehensive sampling technique was used, involving all students from a university in Bogor Regency as participants. Data were collected through a structured questionnaire based on a Likert scale, observations, and interviews, and then analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings of this study indicate that the use of digital tools has a positive effect on students' reading skills. Eighty-two percent of students reported using digital tools at least four times a week, while 65% preferred reading e-books, online articles, and digital journals over printed books. Students who regularly used digital tools achieved better reading comprehension scores (average 78.5) compared to those who rarely used them (average 69.2). Furthermore, 70% of students felt more motivated to read through digital platforms. Nevertheless, several challenges were identified, including distractions from social media (40%), difficulties in focusing on long texts displayed on screens (30%), and limited internet quota and Wi-Fi access (25%). These findings highlight that digital tools not only expand access to reading materials and enhance motivation but also strengthen students' critical literacy. Therefore, digital literacy reinforcement is necessary to ensure the effective use of digital tools in supporting reading literacy improvement.]]>
Copyrights © 2026
