Understanding Media Contact and Its Impact on Ideological and Mental Health Education

The Concept of Media Contact

Media contact refers to how an audience responds behaviorally to interactions with specific media, influenced by their individual needs. This interaction is multifaceted and can be explored through various dimensions, such as frequency, duration, form, content, and method (Tassi, 2018). Each of these aspects sheds light on how individuals engage with media, helping to shape their perceptions and experiences.

The Internet as the Fourth Media

In the landscape of communication, the Internet is often heralded as the "fourth media," following traditional formats like newspapers, radio, and television. Its infusion into every aspect of modern life is undeniable, characterized by its vibrant, intuitive, and engaging nature (Van Dijck, 2022). As of June 2022, around 5.47 billion people were using the Internet globally, representing 68.98% of the world’s population (Internet Usage Statistics, 2022). Particularly notable is the significant Internet penetration rate among children and adolescents in China, where it reached an astonishing 96.8%, showcasing how integral online access has become in young people’s lives (China Youth Network, 2022).

Dimensions of Internet Contact

Due to its pervasive influence, a new concept arises: Internet contact, which encompasses the qualitative aspects of media interactions. This notion includes dimensions such as Internet contact during specific activities, the duration of online entertainment, and fragmented learning times. For university students, activities like reading news articles, watching videos, engaging in social media, emailing, and online shopping are crucial elements that fulfill their social, informational, and psychological needs (Li et al., 2022a).

Ideological and Mental Health Education in the Digital Age

While the Internet provides opportunities, it also brings challenges to ideological and mental health education (IMHE). Defined as the integration of new media, 5G, and big data with traditional educational methods, IMHE aims to enhance communication effectiveness and meet modern needs (Yao, 2023). The complexity of this educational environment now intertwines cultural, technological, societal, and psychological factors, highlighting the need for adaptive strategies.

The Commercialization of Media

In recent years, market-driven reforms have led to the commercialization of online media. Driven by commercial interests, online platforms increasingly cater to public demand with entertaining content, often resulting in a proliferation of similar, lower-quality entertainment (Szu et al., 2017). This trend is notable in online news and information dissemination, where sensationalism often overshadows substantive content (Li and Wan, 2023). The cultural inclination toward entertainment can clash with the serious nature of IMHE, potentially leading to its marginalization and an overall dilution of its values (Chen and Jing, 2018).

Impact of Internet Contact on IMHE Communication

Internet contact can elicit both positive and negative effects on IMHE communication among university students. On one hand, it promotes communication effectiveness by enhancing access to information and enriching content, thereby strengthening the educational experience (Zhang et al., 2023). Conversely, the rise of entertainment-driven content and the prevalence of misinformation pose significant risks. This can contribute to cognitive biases and unhealthy learning habits, hindering students’ comprehensive understanding and personal development (Cebrian-Robles, 2019; Xu et al., 2022).

The Cognitive Dimension of IMHE Communication

A primary goal of effective IMHE communication is to enhance students’ cognition and address their spiritual needs, guiding their personal growth (Yang, 2022). However, measuring the communication effectiveness of IMHE is fraught with challenges, particularly when it comes to quantitative analysis, creating gaps in existing literature.

Research Hypotheses

To further explore the influence of Internet contact on the communication effects of IMHE among Chinese university students, several hypotheses can be proposed:

Hypothesis H1

There are significant differences in the communication effects of Internet contact during activities (ICD) on IMHE among Chinese university students.

Hypothesis H1a

There is a significant difference in the cognitive communication effects of ICD on IMHE among Chinese university students.

Hypothesis H1b

There is a significant difference in the emotional communication effects of ICD on IMHE among Chinese university students.

Hypothesis H1c

There is a significant difference in the will communication effects of ICD on IMHE among Chinese university students.

Hypothesis H1d

There is a significant difference in the behavioral communication effects of ICD on IMHE among Chinese university students.

These hypotheses aim to illuminate the complex relationship between Internet contact and IMHE effectiveness, providing a foundation for further quantitative research in this evolving field.

This structured analysis reveals the intricate dynamics at play between media contact and ideological education in the digital age. By understanding these connections, educators and policymakers can potentially enhance communication strategies and better meet the needs of contemporary learners.