Our study adopts the Theory of Transactional Distance (TTD) as the theoretical framework to investigate the impact of the four interaction levels: content, instructors, peers, and technology on perceived learning among hospitality students with self-efficacy as the moderating factor. The data sample for the study includes responses from 461 hospitality students from various institutes in India. Our findings reveal that all the four-point of interactions, content, instructors, peers, and technology, have a significant positive impact on perceived learning. Further, learners' interaction with the content was emerged as the most significant predictor of perceived learning. The data was put to moderation analysis, with results suggesting that self-efficacy has a conditional effect only on the interaction between content and perceived learning.

我们的研究采用交易距离理论 (TTD) 作为理论框架，以自我效能为调节因素，研究四个互动水平：内容、教师、同伴和技术对酒店学生感知学习的影响。该研究的数据样本包括来自印度各学院的 461 名酒店学生的回答。我们的研究结果表明，互动、内容、教师、同伴和技术这四点对感知学习有显着的积极影响。此外，学习者与内容的互动成为感知学习的最重要预测因素。对数据进行了适度分析，结果表明自我效能仅对内容和感知学习之间的相互作用有条件影响。