The Mechanism of How Short-video platform Experience and Preference for Piano Music Affect Learning Intention Among Chinese College Students

This study investigates Chinese college students' intention to learn piano within the context of short-video platforms, focusing on platform experience and preference for piano music as primary influencing factors.Based on survey data from 498 university students, a multivariable model was constructed integrating immersive experience and social identity as mediating and moderating mechanisms.Through multiple linear regression analysis, the study finds that both platform experience and preference for piano music significantly enhance users' immersive experience, which in turn positively predicts their intention to learn piano.Platform experience influences learning intention through both direct and indirect paths, while music preference exerts its effect entirely via immersive experience.Furthermore, social identity serves as a negative moderator between immersive experience and learning intention: the higher the level of social identity, the weaker the impact of immersion on learning intention.This suggests that strong group identity may dampen the motivational role of personal immersion in individual learning behavior.These findings provide both theoretical insights into the interaction between immersion and identity in digital music education and practical implications for content design on short-video platforms.Specifically, they highlight the importance of balancing individualized motivational triggers with collective identity needs in platform algorithm design, educational content personalization, and cultural transmission strategies in the digital era.