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The lack of physical contact and the absence of nonverbal clues could make some learners uncomfortable interacting with others via online learning platforms. Hence, understanding the determinants of students' motivation and engagement in online learning platforms is crucial in harnessing digital technology as an enabler of unrestricted and quality learning experiences.

Drawing on the self-determination theory (SDT), this study investigates the factors associated with student’s motivation to learn (MOL) and their influence on online learning engagement (OLE). Data were collected from 228 university students from the Klang Valley region of Malaysia using the online survey method.

The results of data analysis using the partial least squares structural equation modeling indicate that self-directed learning, computer and Internet self-efficacy and online communication self-efficacy significantly influence MOL. Besides, these factors indirectly influence OLE through MOL.

This study adds to the SDT framework by demonstrating how students' perceptions of autonomy, competence and relatedness through online interaction relate to MOL and OLE.

This study aims to examine how digital literacy competency can mitigate misinformation in social media among young adults. In recent years, concerns over misinformation have triggered a renewed interest in the aspect of digital literacy. Many young adults in Malaysia are not able to differentiate between real news and fake news. Although there are plenty of studies examining fake news, studies examining the mitigation of misinformation through the lens of digital literacy are still rudimentary.

This research adopted a quantitative approach by conducting a cross-sectional survey among university students in Malaysia to examine how their digital literacy competency influences misinformation. The sample size was estimated GPower software. A total of 134 respondents between the age of 19 and 25 were sampled because young adults in this age group tend to show little difference in their digital literacy level. Structural equation modelling (SEM) was used to examine the proposed model.

The study results reveal that two of the three domains of digital literacy competence, technical literacy and cognitive literacy, have a positive association in reducing misinformation among university students; however, socio-emotional literacy has the opposite effect. Additionally, the survey also explicates that hedonic motivation helps in misinformation mitigation, whereas habit does not.

Theoretically, this study contributes to the literature by revealing how digital literacy can help in identifying misinformation masquerading as valid information through proper verification and analysis, especially in the digital age where everyone is susceptible to misinformation. The results of the study also contribute to the development of a new digital literacy framework that can cultivate a digitally literate generation who can navigate the informational landscape smartly and therefore distinguish between facts and fake news.