ISSN: 2222-6990
Open access
This study investigates the impact of Digital Museum Engagement (DME) on Aesthetic Cognition (AC) among university students, with Cultural Confidence (CC) examined as a mediating variable. Grounded in constructivist learning theory and aesthetic education theory, the research employs a quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected from 402 undergraduate students via an online survey. Descriptive and reliability analyses confirmed good internal consistency and normality of the measurement items. Convergent and discriminant validity were established through Composite Reliability (CR), Average Variance Extracted (AVE), Fornell–Larcker criterion, and HTMT ratios. The results demonstrate that DME significantly predicts both CC (? = 0.62) and AC (? = 0.31), while CC also has a strong direct effect on AC (? = 0.55). A partial mediation effect was observed, with CC transmitting a significant indirect effect from DME to AC (? = 0.34). The total explanatory power for AC (R² = 0.62) indicates a well-fitted model (SRMR = 0.042). The findings highlight the dual role of digital museums in promoting aesthetic education: directly through content interaction, and indirectly by enhancing cultural identity and confidence. The study suggests that integrating culturally meaningful digital experiences into educational practice can foster both cognitive and affective development in learners. This research is supported by the Heilongjiang Province Philosophy and Social Sciences Research Funds (24YSB009) and the Fundamental Research Funds for the Central Universities (2572024DZ37).
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