THE IMPACT OF ARTISTIC ABILITY ON LEARNING OUTCOMES OF DIGITAL MEDIA TECHNOLOGY FOR UNDERGRADUATES BY LEARNING STRATEGIES AND SELF-EFFICACY
DOI:
https://doi.org/10.29121/shodhkosh.v7.i1.2026.7640Keywords:
Digital Media Technology, Artistic Ability, Digital Self-Efficacy, Learning Strategies, Smart-Pls, Higher EducationAbstract [English]
With the global digital economy increasingly adopting Outcome-Based Education (OBE), it is essential to elucidate the mechanisms underlying technical mastery in Digital Media Technology (DMT). This study examines the influence of Artistic Ability on DMT learning outcomes among undergraduates, focusing on the parallel mediating effects of Digital Self-Efficacy and Learning Strategies. Drawing on Social Cognitive Theory and Self-Regulated Learning Theory, the research employs an integrated mediation model within a quantitative, cross-sectional survey framework. Data were obtained from 286 undergraduate students participating in project-driven DMT programs, and Structural Equation Modeling (SEM) was used to demonstrate that Artistic Ability is a significant predictor of DMT learning outcomes (β = 0.184, p = 0.001). Additionally, this relationship is significantly mediated by Digital Self-Efficacy (β = 0.131, p < 0.001) and Learning Strategies (β = 0.111, p < 0.001). The results indicate that although innate creative talent serves as an important catalyst, technical proficiency is primarily shaped by psychological confidence and systematic behavioral regulation. This study offers a strategic framework for educational institutions to enhance digital adoption by promoting self-efficacy and metacognitive debugging practices within creative-technical curricula.
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