Integrating somatic, auditory, visual, and intellectual learning in digital texts: Effects on information literacy in primary schools students

Abstract

The rapid shift towards a digital learning ecosystem has underscored the need for information literacy as an early foundational skill, but classrooms are still flooded with static print media that fail to engage learners to actively filter and navigate information about what they are learning. Therefore, the purpose of this study was to develop a new digital enrichment book based on Somatic-Auditory-Visual-Intellectual (SAVI) and measure its impact on information literacy among elementary school students in Indonesia. A three-phase study was conducted in a sequential explanatory mixed-methods design embedded in the R&D model as a research method referred to: (1) needs assessment (2) product development and expert review, and (3) effectiveness evaluation. There were 12 teachers, 6 enrichment books as documentary samples, 3 expert validators, and a total of 228 fourth-grade students from experimental and control classes. The final product, an interactive digital flipbook implemented through podcasts, AI-based songs, offline/online games, and visual scaffolding, achieved high expert validation scores across all product dimensions related to relevance (Material & media design and linguistic appropriateness). The student pilots found the tool highly motivating and acceptable in terms of usability. An ANCOVA was conducted to examine the intervention's effect on information literacy, controlling for pretest scores (F (1,225) = 445.67, p < 0.001, η² p = 0.665), indicating a strong instructional effect. These results provide an empirical basis for the use of SAVI-based digital enrichment media to promote information literacy through multimodal/cognitive, sensory, and experiential learning pathways.