The Impact of Digital Learning on the Chinese Language Achievement of Rural Left-Behind Children: An Analysis of the Mediating Effect of Learning Motivation

Rujie Tian

doi:10.47297/wspiedWSP2516-250030.20261007

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The Impact of Digital Learning on the Chinese Language Achievement of Rural Left-Behind Children: An Analysis of the Mediating Effect of Learning Motivation

Volume 10, Issue 7

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The Impact of Digital Learning on the Chinese Language Achievement of Rural Left-Behind Children: An Analysis of the Mediating Effect of Learning Motivation
The Impact of Digital Learning on the Chinese Language Achievement of Rural Left-Behind Children: An Analysis of the Mediating Effect of Learning Motivation
Hebei University of Geosciences, Shijiazhuang, Hebei, 052161, China
Vol. 10, Issue 7, Pages: 136-141(2026)
Online First：28 August 2026，

Published：30 July 2026
DOI：10.47297/wspiedWSP2516-250030.20261007
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Tian Rujie.The Impact of Digital Learning on the Chinese Language Achievement of Rural Left-Behind Children: An Analysis of the Mediating Effect of Learning Motivation[J].Journal of International Education and Development,2026,10(07):136-141.
DOI：

Tian Rujie.The Impact of Digital Learning on the Chinese Language Achievement of Rural Left-Behind Children: An Analysis of the Mediating Effect of Learning Motivation[J].Journal of International Education and Development,2026,10(07):136-141. DOI： 10.47297/wspiedWSP2516-250030.20261007.

摘要

Abstract

With the deep integration of digital technology and basic education

digital learning has become an important pathway to address the shortage of educational resources in rural areas and support the academic development of rural left-behind children. This study focuses on rural left-behind children. Based on baseline data from the China Education Panel Survey (CEPS) and using stratified regression analysis

it examines the impact of digital learning on the Chinese language test scores of rural left-behind children and tests the mediating role of learning motivation between the two variables.The results indicate that digital learning has a significant positive impact on the Chinese language test scores of rural left-behind children; digital learning significantly and positively predicts the level of learning motivation among these children; and learning motivation partially mediates the relationship between digital learning and Chinese language test scores

meaning that digital learning not only directly promotes improvements in Chinese language test scores but also indirectly influences these scores by stimulating learning motivation.This study enriches research on the mechanisms through which digital learning influences academic performance and provides empirical guidance for improving the quality of Chinese language education for rural left-behind children and for the implementation of digital educational resources.

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references

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