Article: The dynamic reform path of teaching standards for digital media technology programs based on outcomes-based education and cognitive psychology Journal: International Journal of Information and Communication Technology (IJICT) 2026 Vol.27 No.82 pp.79 - 100 Abstract: This study develops a systematic framework integrating outcome-based education (OBE) and cognitive psychology to align digital media technology teaching with industry needs. Using a mixed-methods approach, we established a 'demand-driven-cognitive alignment-continuous improvement' (D-C-I) mechanism featuring a five-domain competency matrix, Scrum agile methods with cognitive load optimisation, and a multimodal data fusion platform for closed-loop feedback. Empirical results showed significant improvements: 3ds Max proficiency increased by 34.4%, project completion rates rose from 71.4% to 94.4%, VR course achievement improved from 68% to 85% (z = 3.87, p < 0.001), and professional alignment rates increased from 61% to 93% (χ<SUP align="right"><SMALL>2</SMALL></SUP>(1) = 24.67, p < 0.001). The 'goal-process-evaluation' model realises a paradigm shift from static standards to dynamic algorithms, providing a replicable engineering paradigm for higher vocational education reform. Inderscience Publishers - linking academia, business and industry through research

Title: The dynamic reform path of teaching standards for digital media technology programs based on outcomes-based education and cognitive psychology

Authors: Xi Chen; Wenxin Yin

Addresses: School of Information Engineering, Hunan Open University, Changsha, 410004, China ' School of Humanity and Law, Hunan Open University, Changsha, 410004, China

Abstract: This study develops a systematic framework integrating outcome-based education (OBE) and cognitive psychology to align digital media technology teaching with industry needs. Using a mixed-methods approach, we established a 'demand-driven-cognitive alignment-continuous improvement' (D-C-I) mechanism featuring a five-domain competency matrix, Scrum agile methods with cognitive load optimisation, and a multimodal data fusion platform for closed-loop feedback. Empirical results showed significant improvements: 3ds Max proficiency increased by 34.4%, project completion rates rose from 71.4% to 94.4%, VR course achievement improved from 68% to 85% (z = 3.87, p < 0.001), and professional alignment rates increased from 61% to 93% (χ²(1) = 24.67, p < 0.001). The 'goal-process-evaluation' model realises a paradigm shift from static standards to dynamic algorithms, providing a replicable engineering paradigm for higher vocational education reform.

Keywords: OBE philosophy; cognitive psychology; D-C-I mechanism; digital media technology; teaching standards; dynamic reform.

DOI: 10.1504/IJICT.2026.155118

International Journal of Information and Communication Technology, 2026 Vol.27 No.82, pp.79 - 100

Received: 19 Mar 2026
Accepted: 23 Apr 2026
Published online: 27 Jul 2026 *

Title: The dynamic reform path of teaching standards for digital media technology programs based on outcomes-based education and cognitive psychology

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