Immersive Media and the Development of Intercultural Information Literacy: Facilitating Rational Evaluation of Scientific and Health Content Among Chinese Learners

This study proposes a rigorous mixed-methods Randomized Controlled Trial (RCT) to evaluate the efficacy of immersive technologies (Virtual Reality/Augmented Reality) in cultivating Intercultural Media Literacy (IML) among Chinese university students, with a particular focus on advanced scientific communication and health information evaluation. The rationale for the study is informed by empirical evidence indicating the increasing complexity of digital health information environments. This complexity is reflected in relatively low levels of health information literacy (only 39.2% of assessed students were found to have sufficient health literacy), a heavy reliance on social media platforms for health information (with WeChat serving as a primary source for 98.35% of the population), and a prevalent tendency to adopt low-effort information screening heuristics. In addition, the intervention considers cultural learning characteristics, such as the emphasis on harmony, which may influence students' willingness to engage in reasoned discussion and analytical exchange in real-world contexts. The VR/AR intervention is theoretically grounded in the Media Literacy Theory of Change and employs high-fidelity simulated information scenarios to foster reflective cognitive engagement. This design guides students to move beyond reliance on personal knowledge or authority toward systematic traceability and cross-validation strategies. The collaborative VR environment provides a psychologically safe and non-confrontational space for analytical discussion, thereby helping to alleviate cultural constraints associated with public expression. Evaluation relies on culturally validated quantitative instruments (e.g., the Scientific Integrity Perception Scale and the Critical Health Literacy Scale) in combination with objective behavioral data logging within the VR environment, ensuring a robust Level 3 (behavioral) assessment. The expected outcomes include measurable improvements in reflective judgment, enhanced self-efficacy (SMD = 0.86), and the sustained internalization of high-standard information evaluation behaviors as default practices.