Trade Policy Shocks Influencing Multinational Enterprise Economic Performance

Abstract

This study aims to examine the influence of digital technology, digital literacy, and learning motivation on students’ learning outcomes by addressing the issue that the effectiveness of technology in education often depends on supporting factors. A quantitative research design with a survey approach was employed, involving 420 students selected through probability sampling. Data were collected using structured questionnaires and analyzed through descriptive statistics, correlation analysis, multiple linear regression, and mediation testing. The results indicate that digital technology, digital literacy, and learning motivation have positive and significant effects on learning outcomes, with learning motivation identified as the most dominant factor. The regression model explains 58 percent of the variance in learning outcomes, and mediation analysis reveals that digital literacy and learning motivation significantly mediate the relationship between digital technology and learning outcomes. These findings suggest that the impact of digital technology is not solely direct but is strengthened by students’ competencies and internal motivation. The study concludes that improving learning outcomes requires not only technological access but also the development of digital literacy and learning motivation, providing both theoretical contributions and practical implications for enhancing technology-based learning strategies.