From learning experience to behavioural intention: examining the effects of animation-based industrial heritage learning among primary school students.

Animation-based learning is increasingly used to communicate complex knowledge, yet relatively little is known about how learning experiences are associated with behavioural outcomes. Drawing on multimedia learning theory and interest development theory, this study proposed and tested a perception-process-outcome model in which learning experience is associated with behavioural intention through engagement and perceived comprehension. A quasi-experimental study was conducted with 452 primary school students from Grades 1-6. Students were assigned to either an animation-based learning group (n = 226) or a conventional instruction group (n = 226). Structural equation modelling and Bootstrap mediation analysis were used to examine the underlying psychological mechanisms. Compared with conventional instruction, animation-based learning produced significantly greater improvements in interest, perceived comprehension, and behavioural intention (all p < 0.001). Learning experience was positively associated with engagement (β = 0.508) and perceived comprehension (β = 0.578), while engagement (β = 0.549) and perceived comprehension (β = 0.507) were both positively associated with behavioural intention. Significant indirect effects were observed through engagement (β = 0.279) and perceived comprehension (β = 0.293). The findings suggest that animation-based learning may support behavioural intention through complementary affective and cognitive pathways. By integrating learning experience, engagement, perceived comprehension, and behavioural intention within a single framework, the study broadens understanding of animation-based learning beyond traditional cognitive outcomes and highlights the importance of combining conceptually clear content with engaging audiovisual design when communicating complex knowledge.