Perceived learning outcomes partly mediate the association between interactive features and adolescent satisfaction in documentary-based digital learning.

INTRODUCTION

Digital platforms increasingly present adolescents with documentary-based educational content that combines audiovisual narratives with navigation, feedback, personalization, and social interaction. However, the association between perceived interactive features and post-use satisfaction, including the possible mediating role of perceived learning outcomes, remains unclear. Guided by Uses and Gratifications Theory and Social Cognitive Theory, this study proposed an Interactive Affordance-Cognition-Outcome framework and examined whether perceived learning outcomes statistically mediate the association between interactive features and satisfaction.

METHODS

A cross-sectional questionnaire was completed by 562 adolescents aged 13-18 recruited from selected eastern, central, and western regions of China.

RESULTS

Structural equation modeling indicated that interactive features were positively associated with perceived learning outcomes (β = 0.534, p < 0.001); perceived learning outcomes were positively associated with satisfaction (β = 0.649, p < 0.001); and the direct association between interactive features and satisfaction remained significant (β = 0.448, p < 0.001). Bootstrap analysis with 5,000 resamples showed a significant indirect effect of 0.347 [SE = 0.028; bias-corrected 95% CI = (0.293,0.404)], indicating complementary partial mediation.

DISCUSSION: The findings indicate that perceived interactive features are associated with satisfaction both directly and through adolescents' perceptions of knowledge acquisition, competence, self-efficacy, and cognitive growth. By examining the indirect association through perceived learning outcomes, the study connects communication-oriented gratification with social-cognitive learning processes and offers design implications for digital platforms, educators, and families.