Participatory Digital Media Model for International Chinese Language Education: Mechanisms, Empirical Validation, and Strategic Pathways

Abstract

The integration of digital technologies into international Chinese language education has reshaped the modes, channels, and mechanisms of knowledge dissemination. This study explores the development and validation of a participatory digital media model for international Chinese language learning, focusing on the interplay between technological embodiment, learners’ perceptual experiences, and knowledge dissemination outcomes. Employing a mixed-methods approach that combines qualitative interviews and quantitative surveys, this research examines the evolution of digital media in international Chinese education through four developmental phases: the initial emergence of online instruction, the expansion of digital platforms, the proliferation of digital resources, and the current transition toward intelligent and immersive learning environments. The study constructs a mechanism model that elucidates how embodied environments and embodied perceptions jointly shape the effectiveness of knowledge dissemination. Empirical findings reveal significant positive relationships among online interaction, resource quality, embodied perception, and dissemination outcomes, while embodied perception mediates the relationship between the digital environment and learners’ satisfaction and continuance intentions. Challenges such as insufficient digital literacy among educators and inadequate evaluation frameworks are identified, and a four-dimensional optimization strategy is proposed to enhance future practices. The findings contribute theoretical insights into digital media’s role in international language education and offer practical pathways for leveraging AI, big data, and virtual reality technologies to promote high-quality, learner-centered Chinese language education in the digital era.