Digital Technology Application and Students’ Learning Experience in Higher Education

Abstract

This study develops and evaluates a reproducible analytical framework for examining how digital technology application may shape students’ learning experience in higher education. The Vietnamese higher-education context provides the policy motivation: national digital-transformation initiatives require institutions to move beyond platform deployment and evaluate the learning conditions created by digital services. The measurement model satisfies conventional quality criteria: outer loadings range from 0.778 to 0.885, Cronbach’s alpha from 0.870 to 0.905, composite reliability from 0.907 to 0.930, average variance extracted from 0.662 to 0.760, and the highest HTMT value is 0.642. The model explains 52.0% of the variance in learning experience. Digital technology application has the strongest direct association with perceived ease of use (β = 0.512), while ease of use, usefulness, and engagement each transmit a statistically significant portion of the relationship with learning experience.