How content complexity and sensory modality influence student satisfaction in art education.

Chenxi Sun, Xinan Zhao, Ningning Chen

Abstract read

In one paragraph

Article in Scientific reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Chenxi SunSchool of Business Administration, Northeastern University, Shenyang, 110167, Liaoning, China. 1710445@stu.neu.edu.cn.

Xinan ZhaoSchool of Business Administration, Northeastern University, Shenyang, 110167, Liaoning, China.

Ningning ChenSchool of Business Administration, Northeastern University, Shenyang, 110167, Liaoning, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Art education plays a vital role in preserving cultural heritage and promoting sustainable development. However, growing curricular complexity and abstraction present challenges to student satisfaction, a key metric in educational sustainability. This study investigates how perceived content complexity and modality structure affect student satisfaction in art-related programs, drawing on Construal Level Theory (CLT) to explain the psychological mechanisms involved. Based on aggregated data from 73,368 students across 1524 academic programs in China, the results indicate that higher content complexity significantly reduces satisfaction. Moreover, a lower auditory-visual (A/V) ratio-indicating reduced emphasis on visual input-also decreases satisfaction but moderates the negative effect of content complexity. The findings suggest that cognitive-perceptual mechanisms play a central role in shaping students' evaluative responses and offer implications for improving curriculum design and institutional strategies in art education.

Indexed as

ArtPersonal SatisfactionStudentsAdultChinaCurriculumFemaleHumansMaleSurveys and QuestionnairesYoung AdultAcademic content abstractionArt educationConstrual level theoryStudent satisfactionVisual emphasis

Identifiers

PMID40595225

DOI10.1038/s41598-025-08242-5

PMCPMC12219321

What OpenQuestion holds

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LicenceCC BY

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.