Asian Journal of Education and Social Studies

This study examined the effects of structured TikTok video viewing on the Aesthetic Literacy of junior high school students in Anshan, China. A quasi-experimental pre-test–post-test control-group design was employed with 112 Grade 7 and Grade 8 students, comprising an experimental group (n = 56) and a control group (n = 56). The experimental group participated in a four-week TikTok Intervention, while the control group continued with regular learning activities. Aesthetic Literacy was assessed through Cognitive Engagement, Emotional Response, and overall Aesthetic Literacy. Descriptive statistics, independent-samples t-tests, paired-samples t-tests, and 2 × 2 mixed-design repeated-measures ANOVAs were used to analyse the data. The pre-test results showed no significant differences between the two groups across the three outcomes (p > .05), indicating comparable baseline conditions. Significant Time × Group interactions were found for Cognitive Engagement, F (1, 110) = 122.182, p < .001, partial η² = .526; Emotional Response, F (1, 110) = 72.587, p < .001, partial η² = .398; and overall Aesthetic Literacy, F(1, 110) = 292.621, p < .001, partial η² = .727. These results demonstrated that the pre-test–post-test improvements were significantly greater in the experimental group than in the control group across all three outcomes. The findings indicate that structured TikTok video viewing was associated with substantial improvements in both the cognitive and emotional dimensions of Aesthetic Literacy among junior high school students.