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The study includes 276 participants from an international business course and uses technology-based MI activities tied to topics such as globalization, corporate social responsibility, and market segmentation. Hypothesis testing indicates that high expectations and shifting viewpoints improve self-concept, ability, and motivation, while effects on learning gain vary with viewpoint change. Findings support integrating MIs with technology and motivate further work on differential impacts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enhancing-business-students-self-efficacy-and-learning-outcomes-a-multiple-intelligences-and-technology-approach/600307/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enhancing-business-students-self-efficacy-and-learning-outcomes-a-multiple-intelligences-and-technology-approach/600307.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main focus?","Question",{"text":112,"@type":113},"The study examines how a multiple intelligences teaching strategy in technology-enriched environments influences business students’ self-efficacy and learning outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many participants were involved and what course context was used?",{"text":117,"@type":113},"The study involved 276 participants from a university business administration department, taking an international business course.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors were linked to improved self-efficacy and learning outcomes?",{"text":121,"@type":113},"High expectations and changes in viewpoints positively affected self-concept, ability, and motivation, contributing to improved learning outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600307,1792090426,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2023, 15(4), ep470 ISSN: 1309-517X (Online)  \nEnhancing business students’ self-efficacy and learning outcomes: A multiple intelligences and technology approach  \nSri Gunawan 1*  \n 0000-0002-2687-6786  \nChich-Jen Shieh 2  \n 0000-0001-5889-4682  \n1 Universitas Airlangga, Surabaya, Jawa Timur, INDONESIA  \n2 Hubei University of Automotive Technology, Hubei, CHINA  \n* Corresponding author: [sgunawan@feb.unair.ac.id](sgunawan@feb.unair.ac.id)  \nCitation: Gunawan, S., & Shieh, C.-J. (2023) . Enhancing business students’ self-efficacy and learning outcomes: A multiple intelligences and technology approach. Contemporary Educational Technology, 15(4), ep470 .  \n[https://doi.org/10.30935/cedtech/13647](https://doi.org/10.30935/cedtech/13647)  \nARTICLE INFO ABSTRACT  \n\n| Received: 28 Jun 2023\u003Cbr>Accepted: 4 Aug 2023 | This research investigates the effect of multiple intelligences (MIs) teaching strategy with technology-enriched environments on business administration students’ self-efficacy, confidence, and learning outcomes. The study involved 276 participants from a university’s business administration department, undergoing an international business course. A range of technology-based activities incorporating MI strategies was employed, exploring key topics such as globalization, corporate social responsibility, and market segmentation. Hypothesis testing revealed that high expectations and changes in viewpoints positively impacted self-concept, ability, and motivation, contributing to improved learning outcomes. The integration of technology in teaching facilitated these transformations, demonstrating how digital tools like virtual reality, interactive platforms, and online tutorials can enhance learning experiences. However, the effect on learning gain varied when viewpoints changed, indicating a need for further research into the differential impact of technology on learning outcomes. Despite some limitations, the study offers compelling evidence supporting the integration of MIs teaching strategy with technology-enriched environments in business administration education. Future studies should further explore the role of emerging technologies in this context.\u003Cbr>Keywords: multiple intelligences teaching strategy, technology-enriched environments, technology education, motivation in learning, technology integration in teaching |\n| --- | --- |\n| INTRODUCTION |  |\n\nThe ways in which students are instructed are consistently undergoing change in this age of increased globalization and technological development. To adequately educate students for the global business world, higher education, and notably the field of business administration, needs to adapt to the changes that are occurring. The integration of multiple intelligences (MIs) (Gardner, 1983) teaching techniques into contexts that are rich in technology is a relatively new strategy that is gaining popularity. In 1983, Howard Gardner came up with the notion of MIs, which postulates that individuals have varying types of intelligences and approaches to learning (Gardner, 1983) . On the other hand, technology offers a wide variety of new tools and platforms that can accommodate several different learning styles.  \nAlhadabi and Karpinski (2019) emphasized that embracing the teaching philosophy grounded in Multiple Intelligences Theory prioritizes a learner-centric approach, where each student is considered uniquely gifted with varying potential. It’s incumbent upon educators to fully comprehend each learner’s strengths and traits, serving as the foundation for instructional design. Integrating technology into this educational framework enhances the execution and potential of multiple intelligences theory. In the 21st century’s digital learning environment, technology offers a variety of platforms and tools. These cater to each student’s unique  \nintelligence type, enhancing the overall learning experience (Shonfe","cbCaisGVWamDpp4E","https://ap.wps.com/l/cbCaisGVWamDpp4E","pdf",431324,15,"English","# Abstract\n# Introduction\n## Multiple intelligences and technology integration\n## Technology tools for diverse intelligence types\n## Learning self-efficacy in technology-enriched environments","[{\"question\":\"What is the study’s main focus?\",\"answer\":\"The study examines how a multiple intelligences teaching strategy in technology-enriched environments influences business students’ self-efficacy and learning outcomes.\"},{\"question\":\"How many participants were involved and what course context was used?\",\"answer\":\"The study involved 276 participants from a university business administration department, taking an international business course.\"},{\"question\":\"What factors were linked to improved self-efficacy and learning outcomes?\",\"answer\":\"High expectations and changes in viewpoints positively affected self-concept, ability, and motivation, contributing to improved learning outcomes.\"}]","Enhancing business students’ self-efficacy and learning outcomes - A multiple intelligences and technology approach | PDF",38]