+----------------------+

| Perceived |

| Usefulness |

| |

+----------------------+

| |

| |

| |

v v

+----------------+ +----------------+ +----------------+

| Perceived | | Experiential | | Perceived |

| Ease of Use | | Nature | | Effectiveness|

| | | | | |

+----------------+ +----------------+ +----------------+

| ^

| |

| |

v |

+------------+ +------------------+

| Engagement | | Social Interaction|

| | | |

+------------+ +------------------+

This theoretical model illustrates the relationship between different factors that contribute to the
perceived effectiveness of training simulation facilities for tourism students at the City College of
Tagaytay.
At the core of the model is the concept of perceived usefulness, which refers to students' perception of
how beneficial the facilities are for their learning and skill development. This perception is influenced by
two factors: perceived ease of use and experiential nature.

Perceived ease of use represents students' perception of how easy it is to navigate and utilize the
simulation facilities. This includes aspects such as user-friendliness, accessibility, and the availability of
technical support. If students find the facilities easy to use, it can enhance their overall satisfaction and
perception of effectiveness.

The experiential nature factor focuses on the practical and hands-on experiences that the simulation
facilities provide. It encompasses elements of realism, authenticity, and immersion. When students feel
that the facilities accurately simulate real-world scenarios and offer meaningful learning experiences,
they are more likely to perceive them as effective.

The perceived effectiveness of the facilities is the outcome variable in the model. It is influenced by the
perceived usefulness, ease of use, and experiential nature factors. In other words, students' perceptions
of how useful and user-friendly the facilities are, as well as the quality of the experiential learning they
provide, contribute to their overall perception of effectiveness.

Additionally, the model includes two factors that further influence students' perception of effectiveness:
engagement and social interaction. Engagement refers to students' level of involvement and active
participation during simulation exercises. Higher levels of engagement are associated with better
learning outcomes and a greater perception of effectiveness. Social interaction represents the
collaborative and communicative aspects within the facilities, such as peer learning and teamwork.
Positive social interactions can also contribute to students' perception of the facilities' effectiveness.

In summary, this theoretical model highlights the interplay between perceived usefulness, ease of use,
experiential nature, engagement, and social interaction in shaping students' perception of the
effectiveness of training simulation facilities for tourism students at City College of Tagaytay.

+-------------------------------------+
 | Perceived Effectiveness of |

| Training Simulation Facilities |

| for Tourism Students |

| |

+-------------------------------------+

| |

| |

| |

v v

+----------------------+ +---------------------+

| Perceived | | Perceived |

| Usefulness | | Ease of Use |

| | | |

+----------------------+ +---------------------+

| |

| |

| |

v |

+----------------------+ +---------------------+

| Experiential | | Engagement |

| Nature | | |

| | +---------------------+

+----------------------+

|
 |

+----------------------+

| Social Interaction |

| |

+----------------------+

In this conceptual model, the perceived effectiveness of training simulation facilities for tourism
students at City College of Tagaytay is at the center. It is influenced by two main factors: perceived
usefulness and ease of use.

The perceived usefulness factor represents students' perception of how beneficial the training
simulation facilities are for their learning and skill development in the tourism field. The perceived ease
of use factor refers to students' perception of how easy it is to navigate and utilize the facilities.

Additionally, the model includes two additional factors that impact the perceived effectiveness:
experiential nature and engagement. Experiential nature represents the practical and hands-on learning
experiences provided by the simulation facilities, while engagement captures students' level of
involvement and active participation.

Furthermore, the model incorporates social interaction as a factor that influences the perceived
effectiveness. Social interaction refers to students' collaboration, communication, and learning from
peers within the training simulation facilities.

Overall, this conceptual model depicts the interrelationships between perceived usefulness, ease of use,
experiential nature, engagement, and social interaction in shaping the perceived effectiveness of
training simulation facilities for tourism students at City College of Tagaytay.

Give me a likert questionnaire showing options that they either place a check in table about THE
PERCEIVED EFFECTIVENESS OF TRAINING SIMULATION FACILITIES FOR TOURISM STUDENTS OF CITY
COLLEGE OF TAGAYTAY.
Focus it on the following:

Participants With simulation training room and without simulation training room

challenges of having and not having simulation room training

Advantages and disadvantages of having and not having simulation room training

Skills developed inside or outside the campus

The questionnaire focuses on the challenges, advantages, and disadvantages of having and not having a
simulation training room, as well as the skills developed inside and outside the campus.

Please place a check (√) in the box that represents your level of agreement with each statement. The
options are:

☐ Strongly Disagree

☐ Disagree

☐ Neutral

☐ Agree

☐ Strongly Agree

Simulation Facilities for Tourism.

User

Give me a likert questionnaire in table about THE PERCEIVED EFFECTIVENESS OF TRAINING SIMULATION
FACILITIES FOR TOURISM STUDENTS OF CITY COLLEGE OF TAGAYTAY.

Focus it on the following:

Participants With simulation training room and without simulation training room

challenges of having and not having simulation room training

Advantages and disadvantages of having and not having simulation room training

Skills developed inside or outside the campus

ChatGPT

Sure! Here's a Likert questionnaire in table format focusing on the perceived effectiveness of training
simulation facilities for tourism students of City College of Tagaytay. The questionnaire explores the
challenges, advantages, and disadvantages of having and not having a simulation training room, as well
as the skills developed inside and outside the campus. Participants will be asked to indicate their level of
agreement or disagreement on a 5-point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree).

Statement Participants With Simulation Training Room Participants Without Simulation

Training Room

Challenges

1. The availability of a simulation training room enhances my learning experience.

2. The lack of a simulation training room hinders my practical skill development.

3. It is difficult to fully understand and apply concepts without access to a simulation training room.

4. Not having a simulation training room limits my exposure to realistic industry scenarios.

Advantages

5. Having a simulation training room allows me to practice and refine my skills in a controlled
environment.

6. A simulation training room helps me bridge the gap between theory and practical application.

7. Access to a simulation training room enhances my confidence in handling real-world tourism

situations.

8. The presence of a simulation training room improves my overall learning outcomes.

Disadvantages
9. The lack of a simulation training room puts me at a disadvantage compared to students from
institutions that have one.

10. Not having a simulation training room limits my exposure to industry-standard equipment and
technology.

11. Without a simulation training room, I miss out on opportunities for hands-on learning.

12. The absence of a simulation training room hampers my ability to acquire practical skills necessary for
the tourism industry.

Skills Developed

13. The curriculum and resources within the college campus adequately develop my theoretical
knowledge.

14. The simulation training room helps me develop practical skills necessary for the tourism industry.

15. Outside the campus, I actively seek opportunities to enhance my industry-specific skills.

16. The college provides sufficient support and resources for developing skills outside the campus.