{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,10]],"date-time":"2026-09-10T06:07:03Z","timestamp":1789020423882,"version":"build-2803163510"},"reference-count":19,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,10]],"date-time":"2026-09-10T00:00:00Z","timestamp":1788998400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A cross-sectional questionnaire was completed by 562 adolescents aged 13-18 recruited from selected eastern, central, and western regions of China.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Structural equation modeling indicated that interactive features were positively associated with perceived learning outcomes (\n                      <jats:italic>\u03b2<\/jats:italic>\n                      = 0.534,\n                      <jats:italic>p<\/jats:italic>\n                      &amp;lt; 0.001); perceived learning outcomes were positively associated with satisfaction (\n                      <jats:italic>\u03b2<\/jats:italic>\n                      = 0.649,\n                      <jats:italic>p<\/jats:italic>\n                      &amp;lt; 0.001); and the direct association between interactive features and satisfaction remained significant (\n                      <jats:italic>\u03b2<\/jats:italic>\n                      = 0.448,\n                      <jats:italic>p<\/jats:italic>\n                      &amp;lt; 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.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>The findings indicate that perceived interactive features are associated with satisfaction both directly and through adolescents\u2019 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.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1906522","type":"journal-article","created":{"date-parts":[[2026,9,10]],"date-time":"2026-09-10T05:31:47Z","timestamp":1789018307000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Perceived learning outcomes partly mediate the association between interactive features and adolescent satisfaction in documentary-based digital learning"],"prefix":"10.3389","volume":"17","author":[{"given":"Yue","family":"Zhang","sequence":"first","affiliation":[{"name":"Faculty of Social Sciences and Humanities, National University of Malaysia (UKM)","place":["Bangi, Selangor, Malaysia"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mohd Nor Shahizan","family":"Ali","sequence":"additional","affiliation":[{"name":"Faculty of Social Sciences and Humanities, National University of Malaysia (UKM)","place":["Bangi, Selangor, Malaysia"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mohd Azul","family":"Bin Mohamad Salleh","sequence":"additional","affiliation":[{"name":"Faculty of Social Sciences and Humanities, National University of Malaysia (UKM)","place":["Bangi, Selangor, Malaysia"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Miao","family":"Xu","sequence":"additional","affiliation":[{"name":"Faculty of Social Sciences and Humanities, National University of Malaysia (UKM)","place":["Bangi, Selangor, Malaysia"]},{"name":"College of Art and Creativity, Anhui University of Applied Technology","place":["Hefei, Anhui, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,10]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"67","DOI":"10.1016\/j.chb.2019.08.004","article-title":"Evaluating E-learning systems success: an empirical study","volume":"102","author":"Al-Fraihat","year":"2020","journal-title":"Comput. 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