Smart Education and Practical Learning Effectiveness in Tourism: Testing Tool-Course Fit and Teacher Digital Competence
Keywords:
Digital Learning Readiness; Practical Learning Effectiveness; Smart Education Tools; Student Learning Engagement; Tourism ManagementAbstract
This study examines how smart education tool utilisation, digital learning readiness, and student learning engagement shape practical learning effectiveness among tourism management students, while testing the moderating roles of tool-course fit and teacher digital competence. Using a positivist, explanatory, cross-sectional design, data were collected through an online questionnaire from 360 undergraduate students in tourism-related programmes in and around Singaraja, Bali, selected purposively from students with practical-course and smart-tool experience. The data were analysed using descriptive statistics and Pearson correlations in SPSS and partial least squares structural equation modelling in SmartPLS. Smart education tool utilisation (β = 0.246, p < 0.001), student learning engagement (β = 0.228, p < 0.001), and digital learning readiness (β = 0.198, p < 0.001) positively influenced practical learning effectiveness. Tool-course fit (β = 0.174, p < 0.001) and teacher digital competence (β = 0.119, p = 0.003) also had significant direct effects. However, neither tool-course fit (β = 0.029, p = 0.456) nor teacher digital competence (β = -0.010, p = 0.790) significantly moderated the smart-tool utilisation–effectiveness relationship. The model explained 46.1% of the variance in practical learning effectiveness and demonstrated predictive relevance (Q²predict = 0.434). The findings indicate that effective technology-supported practical learning depends on the combined presence of tool use, learner readiness, engagement, pedagogical fit, and teacher competence, with the latter two functioning as direct environmental enablers rather than moderators.
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