Interactive visual communication for cultural learning and preservation: A mixed-methods study of user engagement with China's intangible heritage

China possesses one of the world's richest collections of Intangible Cultural Heritage (ICH), yet rapid digitization and urbanization pose pressing challenges to its interactive visual communication for cultural learning and preservation. Taking the Uses and Gratifications Theory (UGT) and Technology Acceptance Model (TAM) as the theoretical lens, this study examines how interactive visual communication, encompassing interactivity, aesthetic appeal, cultural relevance, trust, and educational value, shapes public engagement with digital ICH platforms and influences intentions to support heritage preservation. Drawing on the mixed-methods research design, we surveyed 400 Chinese consumers and conducted 15 in-depth interviews to explore both cognitive and emotional responses to immersive ICH learning experiences. Findings show that user experience (UE) plays a mediating role between immersive design features and preservation intent, with visual appeal and valuable learning outcomes emerging as the key determinants of digital engagement. Thematic analysis further reveals how emotional resonance, nostalgia, authenticity, and interactive immersion foster sustained cultural communication and learning in digital environments. By integrating psychological and sociological perspectives on users' digital experience, this study offers practical contributions to enriching sustainable digital heritage engagement and cultural learning. • User experience significantly mediates the relationship between design elements (e.g., visual appeal, educational value) and preservation intention. • Emotional immersion, trust, and cultural relevance emerged as key experiential predictors of behavioral engagement with intangible heritage content. • Findings contribute to psychological models of digital behaviour, especially in contexts involving learning, culture, and social interaction.