Abstract
Digital transformation has become inseparable from education, and its implementation has broadly increased due to the increased adoption of e-learning during the COVID-19 pandemic. The present study evaluated the levels and influence of computer anxiety and digital readiness for academic engagement among undergraduate students. A cross-sectional study was conducted on 272 medical students enrolled in a medicine program. Two previously validated instruments were adopted. We examined the association between students’ sociodemographic variables, internet use, and perceived academic performance during e-learning and their computer anxiety and digital readiness. The results show a significant effect of gender, age, and internet use on students’ computer anxiety and digital readiness. Males’ information-sharing behavior and skills outperformed those of females, and students’ computer anxiety decreased with increasing age. In addition, the results indicate that the greater the students’ internet use, the better their digital readiness for academic engagement. Furthermore, computer anxiety and digital readiness affect students’ perceptions of their academic performance in e-learning. The rapid rate of technological advancements and the integration of e-learning into education means that careful attention must be paid to student characteristics as well as their skills. This will allow educators to create a successful, personalized learning framework.