From theory to live stream: Assessing the effectiveness of TikTok Live projects on student application of the 4Ps and real-time engagement in a Fundamentals of Marketing course
Abstract
The rapid evolution of digital marketing, particularly the rise of live stream commerce on platforms like TikTok, has created an urgent need for marketing education to bridge the gap between theoretical knowledge and practical application. This study assesses the effectiveness of a TikTok Live project as a pedagogical tool in enhancing students' application of the 4Ps (Product, Price, Place, Promotion) and developing real-time engagement competencies in a Fundamentals of Marketing course. A quantitative research design was employed, utilizing a structured questionnaire administered to 205 undergraduate students who completed a group-based TikTok Live promotion project. The instrument measured three core constructs adapted from the Technology Acceptance Model (TAM): Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and Quality of Application & Engagement (QAE), with Project Efficiency as the dependent variable. Descriptive analysis revealed that students demonstrated strong competencies across all dimensions, with mean scores exceeding 4.0/5.0 for application of the 4Ps and real-time engagement, though confidence in interacting with live comments (3.12/5) emerged as the lowest-scoring area. Correlation analysis showed very strong positive relationships between all constructs, with Project Efficiency correlating strongly with PU (r = 0.943), PEOU (r = 0.936), and QAE (r = 0.935), all significant at p < 0.001. Regression analysis revealed that PU, PEOU, and QAE collectively explained 92.4% of the variance in Project Efficiency (R² = 0.924, F(3,201) = 819.47, p < 0.001), with PU emerging as the strongest predictor (β = 0.349), followed closely by QAE (β = 0.342) and PEOU (β = 0.307). Collinearity diagnostics confirmed acceptable levels of multicollinearity (VIF < 5). The findings validate the adapted TAM framework in experiential learning contexts and demonstrate that TikTok Live projects effectively bridge theory and practice.
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Authors
Copyright (c) 2026 Mohd Amirul Hafiz Ramly, Norashikin Zainuddin Tan, Fauzan Abas, Dalila Ahmad
This work is licensed under a Creative Commons Attribution 4.0 International License.
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