Testing the Synergistic Mechanism of Project-Based Learning and Credit Bank Systems:A SmartPLS-Based Empirical Study of Industry-Education Integration in Applied Animation and Game Programs

DOI: https://doi.org/10.62517/jhet.202615141

Author(s)

Xiaojian Chen

Affiliation(s)

Guangzhou Huashang College, Guangzhou, Guangdong, China

Abstract

Project-based learning has become a common instructional arrangement in applied animation and game programs, yet its educational value often depends on whether project outputs can be translated into recognizable and transferable learning records. Using questionnaire data from 203 students, this study examines how project-based learning quality and credit bank integration are connected with industry-education integration outcomes through digital platform capability. The model is estimated with SmartPLS. The results show that stronger project design is associated with higher digital platform capability (β = 0.518, 95% CI [0.397, 0.645]), and the same pattern appears for credit bank integration (β = 0.411, 95% CI [0.270, 0.539]). Digital platform capability is, in turn, positively related to industry-education integration outcomes (β = 0.411, 95% CI [0.276, 0.545]). Both indirect effects are supported. The interaction between digital platform capability and industry participation is negative (β = −0.193, 95% CI [−0.317, −0.070]), suggesting that intensive enterprise involvement can absorb part of the coordinating function usually provided by the platform. The findings indicate that project pedagogy becomes more institutionally effective when learning evidence can be captured, endorsed, and converted across school-enterprise settings. The study contributes empirical evidence to current discussions on credit recognition, platform governance, and the organization of applied talent cultivation.

Keywords

Project-Based Learning; Credit Bank; Digital Platform Capability; Industry Participation; Industry-Education Integration; PLS-SEM

References

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