# Project-based learning and cognitive flexibility in media production: the moderating role of self-efficacy

## TL;DR

This study shows that project-based learning boosts students' confidence and cognitive flexibility in media production, especially for those with prior experience.

## Contribution

The study empirically demonstrates how self-efficacy moderates the impact of project-based learning on cognitive flexibility in media education.

## Key findings

- Project-based learning significantly improved media production self-efficacy compared to traditional teaching.
- Prior media production experience positively moderated the effects of project-based learning.
- The study provides evidence for the effectiveness of PBL in media education curriculum reform.

## Abstract

In the context of media convergence, improving the media production ability of students majoring in broadcasting and hosting has become an important topic in current higher education. This study aims to explore the impact of project-based learning (PBL) on students’ cognitive flexibility and self-efficacy in media production, and examine whether self-efficacy moderates the relationship between PBL and cognitive flexibility. Specifically, four hypotheses are tested: (H₁) PBL improves media production self-efficacy; (H₂) PBL enhances cognitive flexibility; (H₃) PBL improves cross-platform content creation effectiveness; and (H₄) prior media production experience positively moderates the effects of PBL intervention. This study adopted a quasi-experimental design and selected junior students majoring in broadcasting and hosting from a certain university as the research subjects (N = 120). The experimental group (n = 60) received project-based learning intervention in a one-semester professional course, while the control group (n = 60) received traditional lecture-based teaching. The study used an adapted media production self-efficacy scale for pre-test and post-test, and collected students’ basic information and learning experience as control variables. Data analysis was performed using analysis of covariance (ANCOVA), controlling for pretest scores and related background variables. The results showed that compared with the control group, the experimental group showed a significant improvement in media production self-efficacy [F (1,117) = 28.64, p < 0.001, η2 = 0.20]. Further moderation effect analysis showed that students’ previous media production experience had a significant impact on the intervention effect (β = 0.18, p < 0.01). This study provides empirical evidence for the effectiveness of project-based learning in improving media production self-efficacy among students majoring in broadcasting and hosting. The results not only enrich theoretical research in the field of media education, but also provide valuable references for curriculum reform and teaching practice in broadcasting and hosting. Future research can further explore the long-term impact of project-based learning on students’ actual media production ability, as well as the differentiated effects of different types of projects on improving self-efficacy.