Influence of Computer Self-Efficacy, Socio Economic Status, and Facilitating Conditions on the Learning Abilities of Digital Arts Students

The learning landscape of digital arts has been transformed by the integration of digital technology into creative education. Disparities in students’ technological confidence, socio-economic backgrounds, and institutional support hinder equitable participation and learning outcomes. This study explored how computer self-efficacy, socio-economic factors, and facilitating conditions influence the academic learning needs of digital arts students at the University of the Witwatersrand, including motivation, engagement, and creative performance. The study employed a quantitative, correlational design based on Bandura’s self-efficacy theory, Venkatesh et al.’s unified theory of acceptance and use of technology, and Bourdieu’s theory of social capital. A stratified random sample of 120 students was selected from 400 digital arts students using a validated questionnaire. Structural equation modelling was used to analyse the relationships between the variables. The results indicated that computer self-efficacy and facilitating conditions were significant predictors of academic learning needs, while socio-economic factors had an indirect yet meaningful influence. The findings highlight the significance of digital confidence, institutional support, and resource accessibility in influencing student success in creative technology environments. The study concluded that a general approach is necessary to address the relationship between individual ability and environmental barriers. It is recommended that educational institutions implement digital literacy interventions, improve access to creative tools, and strengthen supportive infrastructure for inclusive and equitable digital arts education.