Digital reading platforms in literary learning: cultural understanding and engagement in Indonesian and Malay texts
DOI:
https://doi.org/10.64595/lingtech.v2i1.131Keywords:
cultural understanding, digital reading platforms, Indonesian literature, literary engagement, Malay literatureAbstract
Background: The increasing use of digital reading platforms in humanities education has transformed how readers interact with texts, yet their impact on literary engagement, cultural understanding, and interpretive depth in Southeast Asian literary learning remains underexplored.
Objective: This study investigates how digital reading platforms shape engagement, cultural meaning-making, and interpretive depth in the reading of Indonesian and Malay texts.
Method: Employing a mixed-methods design, the study analyzes digitally mediated interactions—annotations, discussions, and reflective responses—across a curated corpus of canonical Indonesian and Malay works (published between the 1970s and 2010s) accessed through institutional digital reading platforms.
Results: The findings reveal distinct patterns of digital engagement, with Indonesian texts eliciting stronger annotation-based interaction and Malay texts fostering more dialogic discussion. Cultural understanding emerges in differentiated forms, combining historical–political contextualization and ethical–communal interpretation. Furthermore, digital mediation supports advanced literary interpretation, including thematic synthesis, ideological critique, and intertextual reasoning.
Implication: These results indicate that digital reading platforms function as cultural and interpretive mediation spaces rather than neutral technologies.
Novelty: This study integrates literature-specific interpretive indicators with platform-based empirical data, offering a culturally grounded model of digital literary learning.
Downloads
References
Agustina, A., Saputra, A., Indranika, D., Suryoto, Kusumaningsih, O., Mamuri, J., & Pazqara, E. (2022). Increasing Digital Literacy in Realizing Golden Indonesia. East Asian Journal of Multidisciplinary Research, 1, 2091–2108. https://doi.org/10.55927/eajmr.v1i10.1920
Álvarez-Bernárdez, P.-R., & Monereo, C. (2020). Literary interpretation as a dialogue between positions. OCNOS, 19(2), 7–16. https://doi.org/10.18239/OCNOS_2020.19.2.2281
Antonenko, P. D., & Niederhauser, D. S. (2010). The influence of leads on cognitive load and learning in a hypertext environment. Computers in Human Behavior, 26(2), 140–150. https://doi.org/10.1016/j.chb.2009.10.014
Aslam, S., Hussain, S., & Riaz, S. (2025). Crossing Cultural Borders: Language and Intercultural Communication in Contemporary Anglophone African Literature. In African Histories and Modernities: Part F495 (pp. 167–186). https://doi.org/10.1007/978-3-031-80614-8_9
Badie, F. (2015). A semantic basis for meaning construction in constructivist interactions. 12th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2015), 369–373. https://files.eric.ed.gov/fulltext/ED562152.pdf
Badie, F. (2016). A conceptual framework for knowledge creation based on constructed meanings within mentor-learner conversations. 59, 167–177. https://doi.org/10.1007/978-3-319-39690-3_15
Baek, J., & Hwang, Y. (2024). Old tales, new tools: How AI chatbots and the metaverse are transforming premodern classical literature reading activities. International Journal of Educational Research, 128. https://doi.org/10.1016/j.ijer.2024.102461
Bannister-Tyrrell, M., & Clary, D. (2017). Metacognition in the English classroom: Ref lections of middle years teachers navigating the Australian curriculum: English. English in Australia, 52(3), 63–72. https://eric.ed.gov/?id=EJ1166625
Bell, A., & Ensslin, A. (2024). Reading Digital Fiction: Narrative, Cognition, Mediality (p. 207). https://doi.org/10.4324/9781003110194
Bennett, M. J. (2017). Constructivist Approach to Intercultural Communication. In The International Encyclopedia of Intercultural Communication (pp. 1–9). https://doi.org/10.1002/9781118783665.ieicc0009
Bist, R. B., & Kandel, R. K. (2024). Reader Response Approach for Enhancing Literary Comprehension in an EFL Context. International Journal of Educational Reform. https://doi.org/10.1177/10567879241226712
Blue, E. V. (2012). Reading and Interpretive Response to Literary Text: Drawing Upon Sociocultural Perspective. Reading and Writing Quarterly, 28(2), 164–178. https://doi.org/10.1080/10573569.2012.651077
Chalkia, N., Douka, A. D., & Sfyridou, E. (2024). Digital Literary Production: Transformation of Reading, Writing, and Interpretive Skills. 4021. https://ceur-ws.org/Vol-4021/paper19.pdf
Claravall, E. B. (2021). Engaging students’ learning and thinking through reading. In Developmentally Appropriate Curriculum and Instruction: Pedagogy for Knowledge, Attitudes, and Values (pp. 58–78). https://doi.org/10.4324/9780429353147-3
Day, S. L., Hwang, J. K., Arner, T., McNamara, D. S., & Connor, C. M. (2025). Choose Your Own Adventure: Interactive E-Books to Improve Word Knowledge and Comprehension Skills. Journal of Computer Assisted Learning, 41(2). https://doi.org/10.1111/jcal.70023
Donnelly, M. (2019). The Cognitive Value of Literary Perspectives. Journal of Aesthetics and Art Criticism, 77(1), 11–22. https://doi.org/10.1111/jaac.12621
Dwyer, B., & Larson, L. (2013). The writer in the reader: Building communities of response in digital environments. In Exploring Technology for Writing and Writing Instruction (pp. 202–220). https://doi.org/10.4018/978-1-4666-4341-3.ch012
Eekhof, L. S., van Krieken, K., Sanders, J., & Willems, R. M. (2023). Engagement with narrative characters: The role of social-cognitive abilities and linguistic viewpoint. Discourse Processes, 60(6), 411–439. https://doi.org/10.1080/0163853X.2023.2206773
Ellis, S., & Coddington, C. S. (2013). Reading Engagement Research: Issues and Challenges. In International Handbook of Research on Children’s Literacy, Learning, and Culture (pp. 228–240). https://doi.org/10.1002/9781118323342.ch17
Fang, S.-W., Hsu, H.-T., & Chen, K. T.-C. (2025). The Effects of an E-book App on Reading Motivation and Proficiency in Young EFL Learners. TechTrends, 69(5), 987–997. https://doi.org/10.1007/s11528-025-01091-z
Fawaid, A., Abdullah, I., Baharun, H., Aimah, S., Faishol, R., & Hidayati, N. (2024). The Role of Online Game Simulation Based Interactive Textbooks to Reduce at-Risk Students’ Anxiety in Indonesian Language Subject. 2024 International Conference on Decision Aid Sciences and Applications (DASA), 1–7. https://doi.org/10.1109/dasa63652.2024.10836301
Fawaid, A., Fawaid, A., Hikmah, R., & Huda, M. (2025). Building bridges, diverging future: The role of empathy training management in preventing bullying in Islamic boarding schools. HUMANISTIKA : Jurnal Keislaman. https://doi.org/10.55210/humanistika.v11i1.1960
Fawaid, A., Fawaid, A., Kholil, M., & Dewi, N. A. R. (2024). The role of culturally-responsive gamification to improve multiethnic students’ self-engagement in Islamic education. Al-Fikru: Jurnal Pendidikan dan Sains, 5(2), 267-275. https://doi.org/10.55210/al-fikru.v5i2.1868
Fawaid, A., Handayani, P., & Abdillah, Y. A. (2024). E-Portofolio in Improving Critical Thinking and Self-Management through Lesson Study: A Study on Writing Pedagogy in Higher Education. 149–154. https://doi.org/10.1109/ICET64717.2024.10778453
Fawaid, A., & Huda, M. (2024). Implementing Problem-Based Learning to Improve Collaborative Writing Skills through Lesson Study in the Indonesian Language Subject. KEMBARA Journal of Scientific Language Literature and Teaching, 10(1), 197–212. https://doi.org/10.22219/kembara.v10i1.29649
Fernando, D., Kurniadi, A. N., & Kurniadi, F. I. (2023). STUDINUS: A Comprehensive E-Learning Platform for Academic Enthusiasts. 661–666. https://doi.org/10.1109/ICIMTech59029.2023.10277975
Gârdan, D., & Modoc, E. (2022). From Reading Books to Reading Data: Paradigm Shifts in Literary Studies after the Digital Turn. Revista Transilvania, 2022(10), 90–96. https://doi.org/10.51391/trva.2022.10.11
Guan, H., & Meng, Y. (2025). Multiple Couplings, Game Empowerment, and Risk Regulation: The Gamification Transformation of Digital Reading Platforms. Publishing and Printing, 2025(5), 74–82. https://doi.org/10.19619/j.issn.1007-1938.2025.00.049
Guo, Y. (2025). Integrating digital tools in literature education: Enhancing inclusivity and engagement in English and American literature courses. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2025.2552930
Hamouda, H., Ba Matraf, M. S., Hashim, N. L., Hussain, A., Ghazali, O., Habbal, A., & Alshenaifi, R. (2025). Enhancing Usability and Accessibility of Mobile E-Book Applications for the Visually Impaired: A Comprehensive Evaluation Model. International Journal of Human-Computer Interaction. https://doi.org/10.1080/10447318.2025.2561775
Hassan, S. A. A., & Ahmad, N. (2023). Metacognitive Strategies Impact in Reading Technopreneurial Text—Narratives of a Technical University. 107–111. https://doi.org/10.1109/ICEED59801.2023.10264035
Hesselmann, F., & Hartstein, J. (2025). Creating Interpretative Spaces in and with Digital Infrastructures: How Editors Select Reviewers at a Biomedical Publisher. Science Technology and Human Values, 50(1), 12–39. https://doi.org/10.1177/01622439241257720
Ilyas, H. P., El Khuluqo, I., & Tarmini, W. (2025). Reader-Response Theory: Using Literary Works to Promote EFL Students’ Critical Reading Skills. Studies in English Language and Education, 12(2), 961–976. https://doi.org/10.24815/siele.v12i2.37511
Johns, A., Galpin, A., Meredith, J., & Glancy, M. (2016). “I kind of had an avatar switch”: The role of the self in engagement with an interactive TV drama. 77–82. https://doi.org/10.1145/2932206.2932218
Kalo, V. (2024). Dialogue through ballads: constructing meaning in balkan oral tradition. Palimpsest, 9(18), 159–169. https://doi.org/10.46763/palim24918159k
Kameneva-Lyubavskaya, E. N., & Borzova, T. V. (2024). Metacognitive Engagement Skills Development through Teaching Text Comprehension Methods. Russian Psychological Journal, 21(3), 211–228. https://doi.org/10.21702/rpj.2024.3.12
Kaplan, M., Silver, N., LaVaque-Manty, D., Meizlish, D., & Rhem, J. (2023). Using Reflection and Metacognition to Improve Student Learning: Across the Disciplines, Across the Academy (p. 215). https://doi.org/10.4324/9781003448570
Kenner, A. (2014). Designing digital infrastructure: Four considerations for scholarly publishing projects. Cultural Anthropology, 29(2), 264–287. https://doi.org/10.14506/ca29.2.05
Khafaga, A. F., & Shaalan, I. E.-N. A. W. (2020). Using concordance to decode the ideological weight of lexis in learning narrative literature: A computational approach. International Journal of Advanced Computer Science and Applications, 11(4), 246–252. https://doi.org/10.14569/IJACSA.2020.0110433
Kholodniak, O. (2023). Comparative literary theory: A cross-cultural approach to English literature. Research Journal in Advanced Humanities, 4(4), 255–273. https://doi.org/10.58256/rjah.v4i4.1317
Kontio, J. P. (2025). From Reactive to Proactive: Leveraging Learning Management Systems for a More Accessible Learning Experience. 1–4. https://doi.org/10.1145/3675229.3712524
Kouta, A. T. M. (2021). Narrative Nonlinearity and the Birth of the Wreader: A Hypertext Critical Reading of Selected Digital Literary Texts. Critique - Studies in Contemporary Fiction, 62(5), 586–602. https://doi.org/10.1080/00111619.2020.1804820
Liao, S., Yu, L., Kruger, J.-L., & Reichle, E. D. (2024). Dynamic reading in a digital age: New insights on cognition. Trends in Cognitive Sciences, 28(1), 43–55. https://doi.org/10.1016/j.tics.2023.08.002
Lim, J., Whitehead, G. E. K., & Choi, Y. (2021). Interactive e-book reading vs. Paper-based reading: Comparing the effects of different mediums on middle school students’ reading comprehension. System, 97. https://doi.org/10.1016/j.system.2020.102434
Liu, Y., & Yuan, X. (2023). A Review of Research on Digital Reading Cognitive Mechanisms from the Perspective of Cognitive Neuroscience. Documentation, Information and Knowledge, 40(6), 129–139. https://doi.org/10.13366/j.dik.2023.06.129
Makimova, G. T., & Begaliyeva, S. B. (2025). Modern Technologies in Teaching Literature: Experience and Prospects. Journal of Siberian Federal University - Humanities and Social Sciences, 18(7), 1395–1405. https://elib.sfu-kras.ru/handle/2311/156660
Modi, S., Gupta, T., & Rahmatullah, M. (2024). Digital Storytelling as a Tool for Global Citizenship and Sustainability: Enhancing Cross-Cultural Understanding in Education. Journal of Interdisciplinary Studies in Education, 13(Special Issue 1), 65–104. https://doi.org/10.32674/s817ax14
Pelumi, I., & Gordon, N. (2025). SmartRead: A Multimodal eReading Platform Integrating Computing and Gamification to Enhance Student Engagement and Knowledge Retention. Multimodal Technologies and Interaction, 9(10). https://doi.org/10.3390/mti9100101
Porto, M. (2010). Cultural understanding in EFL reading in Argentina. New York: Nova Science Publishers Inc, 2010 (p. 91). ISBN: 978-1616683184
Prasetya, D. D., Wibawa, A. P., Hirashima, T., & Hayashi, Y. (2020). Designing rich interactive content for blended learning: A case study from Indonesia. Electronic Journal of E-Learning, 18(4), 276–287. https://doi.org/10.34190/EJEL.20.18.4.001
Shen, Y. (2025). Dialogues Between Global and Local: AIGC Digital Narrative Design for Cantonese Cuisine Intangible Cultural Heritage. 15782 LNCS, 49–65. https://doi.org/10.1007/978-3-031-93730-9_4
Short, K. G., Alexander, J., Edwards, A., Griffith, J., & Thomas, L. (2023). Developing Intercultural Understanding Through Global Children’s Literature. In Teaching Globally: Reading the World through Literature (pp. 295–314). https://doi.org/10.4324/9781032682693-22
Silva, L., Pimentel, B., Duarte, B., Escarpini, R., Sousa, L., Cruz, N., & Silva, R. (2025). Accessibility by Design: A Systematic Review of Inclusive E-Book Standards, Tools, and Practices. Sustainability (Switzerland), 17(24). https://doi.org/10.3390/su172411173
Singh, E. P., Doval, J., Kumar, S., & Khan, M. M. S. (2022). Investigating the impact of full-term experiential learning project on management graduates: An emerging economy perspective. Review of International Business and Strategy. https://doi.org/10.1108/RIBS-03-2021-0049
Tiwari, V., & Chauhan, S. (2024). Innovative pedagogical approaches in literature education: adapting to the post-pandemic learning landscape. MSW Management, 34(2), 874–886. https://doi.org/10.7492/pcz1n480
UNESCO. (2023). Global education monitoring report 2023, Southeast Asia: Technology in education: A tool on whose terms? Summary (Programme and Meeting Document ED/GEMR/MRT/2023/SA/S1/01 Rev; pp. 1–18). UNESCO. https://doi.org/10.54676/ESLN1861
Unsriana, L., Perdana, B., Ariana, S., Saputra, D. R., Supyaningsih, F., & Peeter, A. (2025). Gamified and AI-Powered Learning Systems in Japanese Literature Education in the Digital Age. Proceeding - 2025 4th International Conference on Creative Communication and Innovative Technology: Empowering Transformative Mature Leadership: Harnessing Technological Advancement for Global Sustainability, ICCIT 2025. https://doi.org/10.1109/ICCIT65724.2025.11167003
Vivitsou, M., Kallunki, V., Niemi, H., Penttilä, J., & Harju, V. (2017). Student-driven knowledge creation through digital storytelling. In New Ways to Teach and Learn in China and Finland: Crossing Boundaries with Technology (pp. 35–53). https://doi.org/10.3726/978-3-631-69873-0
Widayanti, M. J. A., Mujiyanto, J., Rukmini, D., & Pratama, H. (2025). Optimizing the Reader Response Approach: A Strategic Framework for Improving Reading Comprehension in EFL Classroom. Educational Process: International Journal, 15. https://doi.org/10.22521/edupij.2025.15.183
Zhang, L., Carter Jr, R. A., Greene, J. A., & Bernacki, M. L. (2024). Unraveling challenges with the implementation of universal design for learning: A systematic literature review. Educational Psychology Review, 36(1), 35. https://doi.org/10.1007/s10648-024-09860-7
Zhu, A., Mofreh, S. A. M., Salem, S., Li, Z., & Yao, M. (2023). A Review of the Effect of Reading Engagement on Reading Achievement. Encyclopaideia, 27(67), 17–28. https://doi.org/10.6092/issn.1825-8670/16180
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Mohd Roslan Mohd Nor, Ahmad Zubaidi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Creative Commons Attribution 4.0 International License