Personalized Resource Strategies for International Chinese Learning: Enhancing Mental Well-being through Dynamic Psychological Adaptation on Smart Teaching Platforms
Lijun Wang, Deng Pan, Qin Zhu, Bin Yao, Yichen LiuAbstract
Objective
This study aims to develop and validate personalized resource strategies for international Chinese learners by conducting a dynamic analysis of their learning situations and psychological states on smart teaching platforms. The research focuses on adapting resources to learners' cognitive and emotional needs to optimize engagement and support their psychological well-being during the language acquisition process.
Subjects and Methods
A mixed-methods design was implemented over 16 weeks with 320 international Chinese learners. Behavioral interaction data (e.g., time-on-task, error rates, resource usage) were automatically collected via the platform. Psychological metrics, including learning anxiety, motivation, and self-efficacy, were assessed through embedded scales and experience sampling surveys. Machine learning clustering identified distinct learner profiles, and a controlled experiment tested personalized resource recommendations tailored to these profiles against a standard approach.
Results
Three key learner profiles were identified: the anxiety-sensitive type, the exploration-driven type, and the motivation-dependent type. For the anxiety-sensitive group, the psychologically adapted resources reduced state anxiety by 35% (p<0.01) and increased correct task completion by 28% (p<0.05) compared to the control. Overall, the personalized strategy group demonstrated 40% higher platform engagement and reported significantly greater learning satisfaction and self-efficacy (p<0.01). Adaptation based on real-time psychological signals proved more effective than static profiling.
Conclusions
Dynamically aligning learning resources with the psychological states of international Chinese learners significantly enhances both learning outcomes and mental well-being. Smart teaching platforms that integrate real-time behavioral and psychological data can effectively support personalized, human-centric language education. This approach provides a scalable framework for fostering sustainable and psychologically healthy learning experiences.
Corresponding Author
Yichen Liu, International Exchange Office, Shanghai Donghai College, Shanghai 201100, China.