ISSN: 2226-6348
Open access
The exponential growth of digital learning platforms represents a paradigm shift in educational practices, with short video applications like Douyin emerging as transformative tools for knowledge acquisition and skill development. This study investigates the educational impact of Douyin knowledge-based short videos in vocational education, addressing critical gaps in understanding how these platforms can enhance teaching and learning outcomes in practical, skills-based contexts. The significance of this research lies in its examination of an increasingly prevalent but understudied learning resource that has the potential to revolutionize vocational education delivery and accessibility. Through a mixed-methods approach involving 302 student surveys and 14 teacher interviews at Heyuan Vocational and Technical College, this study reveals how Douyin effectively bridges theoretical knowledge and practical application—a persistent challenge in vocational education. Findings demonstrate that Douyin's algorithm-driven personalization and multimedia features significantly enhance student motivation and comprehension, with over 70% of participants reporting positive impacts on academic performance. The platform proves particularly valuable for vocational educators seeking to demonstrate complex technical processes, contextualize abstract concepts, and expose students to current industry practices. For educational administrators and policymakers, this research provides evidence-based insights for developing integration strategies that maximize learning benefits while mitigating potential concerns about content quality and distraction. By identifying specific types of educational content most effective in vocational settings—particularly technology skills (75.5%) and practical demonstrations (73.5%)—this study offers a framework for optimizing short video integration in technical education curricula. The findings contribute to emerging pedagogical approaches that leverage digital platforms to create more engaging, accessible, and industry-relevant vocational learning experiences.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Chen, Y., & Wu, L. (2022). WeChat in education: Affordances and limitations of short video features. Technology in Society, 68, 101863.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the first ACM conference on Learning @ scale conference (pp. 41-50).
He, Z., & Sun, L. (2023). Digital media in technical education: Exploring student preferences. Journal of Technical Education, 15(2), 45-60.
Kang, S. (2020). The educational use of short video clips on social media. International Journal of Educational Technology, 7(1), 12-28.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.
Liu, Y. (2022). Social media learning environments: Affective and cognitive integration. Journal of Educational Media, 29(4), 213-230.
Liu, Y., Li, H., & Chen, T. (2021). Microlearning in vocational training: A study of Chinese online professional development. Vocational Education Research, 15(3), 78-92.
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.
QuestMobile. (2024). China mobile internet industry report 2024. QuestMobile.
Ruggiero, T. E. (2000). Uses and gratifications theory in the 21st century. Mass Communication & Society, 3(1), 3-37.
Sun, L., & Yu, X. (2020). Educational video design principles for vocational training. Journal of Educational Technology Research, 12(2), 103-118.
Sundar, S. S., & Limperos, A. M. (2013). Uses and grats 2.0: New gratifications for new media. Journal of Broadcasting & Electronic Media, 57(4), 504-525.
Tang, Y., & Li, W. (2022). Critical engagement with social media: Developing media literacy through short video platforms. Media Education Research Journal, 11(2), 89-104.
Wang, Y., & Xing, Z. (2023). The educational transformation of short video platforms: A study of Douyin's knowledge-sharing ecosystem. Educational Technology Research and Development, 71, 1275–1292.
Wang, Y., Huang, L., & Chen, Z. (2023). Mobile learning in technical education: A case study of industrial applications. International Journal of Mobile Learning, 16(3), 45-61.
Xie, L., & Chen, Y. (2023). Quality assurance frameworks for educational content on short video platforms. Education and Information Technologies, 28(1), 203–219.
Xu, M., & Chen, Y. (2022). Short-form video apps as educational platforms: The case of Douyin in higher education. Education and Information Technologies, 27, 891–907.
Zhang, M. (2022). Enhancing vocabulary acquisition through Douyin short videos: A quasi-experimental study. Language Learning & Technology, 26(1), 74–89.
Zhang, T., Liu, J., & Xu, R. (2021). Short video platforms in education: Potential and challenges. Educational Media International, 58(3), 203–217.
Zhang, Y., & Liu, H. (2023). The impact of algorithmic recommendation on user behavior in short video applications. Journal of Media Studies, 15(3), 45-59.
Zhang, Y., & Yang, L. (2023). Educational content trends on Chinese short video platforms: An analysis of creator strategies and viewer responses. Journal of Educational Media, 18(2), 112-127.
Zhang, Z., & Yu, X. (2022). Affective dimensions of video-based learning: Emotional design principles for educational content. Learning and Instruction, 32, 45-59.
Zhao, Y., Lin, M., & Chen, L. (2021). Teacher readiness for short video-based instruction: A national survey of vocational educators in China. Education and Information Technologies, 26, 7343–7361.
Zhou, M., Liu, F., & Chen, T. (2023). Short-form video and learning: Exploring the pedagogical potential of TikTok and Douyin in higher education. Computers & Education: Artificial Intelligence, 4, 100124.
Sisi, Z., & Zainudin, Z. (2025). The Educational Impact of Douyin Knowledge-Based Short Videos in Vocational Education: A Case Study of Heyuan Vocational and Technical College. International Journal of Academic Research in Progressive Education and Development, 14(3), 1637–1660.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode