Digital Interactive Learning Method and its Influence on College Art Students’ Learning Satisfaction

Abstract

This study evaluated the effectiveness of digital interactive learning methods in art classes, and the learning satisfaction of college students in Xinyang Normal University (XNU). The study used a descriptive-comparative correlational design and the respondents of the study are 100 students from Xinyang Normal University (XNU). The use of digital interactive learning methods was highly effective according to the teacher respondents. Both students and teachers are highly satisfied in their learning with the use of digital interactive learning methods. The assessment of the effectiveness of digital interactive learning methods does not vary significantly across different levels of sex, age, and year level. Moreover, there is a significant difference in the assessments of both respondents on the effectiveness of virtual learning and overall digital interactive learning method, there is a significant difference in the satisfaction of assessment of the students among different year levels, and the fourth-year students have a significantly higher satisfaction compared to third year students. Furthermore, there is a significant direct relationship between the assessment of video-based learning effectiveness and student satisfaction with generic skills and learning experiences. The assessment of digital interactive learning effectiveness is significantly correlated with overall satisfaction. Additionally, there are direct relationships between game-based learning and satisfaction with teaching, as well as digital interactive learning method and satisfaction with generic skills and learning experiences. However, no significant relationships were observed between other variables.