


































Communication, Society and Media 
ISSN 2576-5388 (Print) ISSN 2576-5396 (Online) 

Vol. 8, No. 2, 2025 

www.scholink.org/ojs/index.php/csm 

70 

 

Original Paper 

Educational Intervention on Information Cocoon of College 

Students: Cognitive Remodeling Path Research Based on Media 

Literacy Curriculum 

Renhai Liang
1*

 & Tingting Huang
1 

1 
Guilin University of Technology Library, Guilin, Guangxi, China 

* 
Corresponding Author: 11072145@qq.com 

 

Received: July 15, 2025         Accepted: July 31, 2025       Online Published: August 22, 2025 

doi:10.22158/csm.v8n2p70                       URL: http://dx.doi.org/10.22158/csm.v8n2p70 

 

Abstract 

This research aims to explore educational interventions for the “information cocoon” phenomenon 

among college students and the cognitive reshaping path based on media literacy courses. By combing 

through relevant theories of the “information cocoon” the current research status of college students 

“information cocoon” and the development of media literacy courses through literature research, and 

using empirical research methods such as questionnaires, interviews, and pre- and post-test 

experimental designs, this study deeply analyzes the current situation and influence of college students 

“information cocoon” and verifies the effectiveness of media literacy courses in cognitive reshaping. The 

research findings show that media literacy courses play a significant role in cultivating college students 

information screening ability and critical thinking, can effectively break the “information cocoon” and 

provide theoretical and practical references for higher education interventions. However, the research 

also points out that there are insufficient teaching staff and insufficient attention from students during the 

implementation process, and proposes corresponding solutions to further improve the cognitive 

reshaping path based on media literacy courses. 

Keywords 

college students, information cocoon, educational intervention, media literacy courses, cognitive 

reconstruction 

 

 

 

 



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1. Introduction 

1.1 Research Background 

The rapid advancement of internet technology has fundamentally transformed how information is 

disseminated, giving rise to fragmented, personalized, and instant communication patterns. In this 

context, social media platforms leverage algorithmic recommendation systems to deliver content that 

aligns with users preferences, creating what’s known as “information cocoons”—self-contained 

communities where people are exposed only to information matching their existing views (Li & Tan, 

2023). Information cocoon refers to the fact that due to the combined effect of individual selective 

psychology and algorithmic filtering mechanism, users are confined to a narrow information 

environment and it is difficult for them to access diversified views and knowledge (Lang & Wang, 

2020). This phenomenon is particularly common in contemporary society, especially among college 

students (Wang, 2020). As digital natives, college students heavily rely on social media for information, 

yet their media literacy remains underdeveloped, leaving them vulnerable to the traps of information 

cocoons. Research shows that such cocoons not only hinder cognitive development but also profoundly 

shape values and social interaction skills (Wu, 2022). Therefore, how to effectively intervene in the 

problem of information cocoon of college students has become an important issue to be solved urgently 

in the field of higher education. 

In recent years, the academic community has been paying increasing attention to the phenomenon of 

information cocoon and related research has been gradually deepening. However, most existing studies 

focus on the formation mechanism of information cocoon and its impact on society, while specific 

intervention measures for college students are still insufficient (Liu, 2022). In this context, this study 

aims to explore cognitive restructuring pathways based on media literacy curricula, providing 

theoretical support and practical guidance for educational interventions in higher education. Through 

in-depth analysis of information cocoons, the research seeks to reveal their specific manifestations and 

causes among college students, while exploring systematic educational approaches to help students 

break through the constraints of information cocoons and achieve comprehensive, healthy cognitive 

development. 

1.2 Problem Statement 

Information cocoons exert multifaceted negative impacts on college students cognitive development 

and value formation. Firstly, they narrow knowledge horizons and rigidify thinking patterns, hindering 

the establishment of comprehensive cognitive frameworks. In such information-confining 

environments, prolonged exposure to homogeneous content deprives students of diverse perspectives 

and critical analysis skills, ultimately weakening their ability to think critically (Xu, 2022). Secondly, 

information cocoon also has a negative impact on the shaping of college students values. Algorithmic 

recommendation tends to cater to users emotional needs rather than delivering objective and true 



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information, which makes some students prone to being misled by bad information and even forming 

extreme or wrong values (Liu, 2022). In addition, information cocoon also limits the social ability of 

college students, making them tend to communicate in closed circles, which further aggravates the risk 

of group polarization (Chen X. C., Chen, L., & Yang, 2022). 

While existing research has proposed strategies to counter information cocoons, educational 

interventions targeting college students remain significantly inadequate. On one hand, universities 

allocate relatively limited resources to media literacy education, failing to fully leverage classroom 

teaching in cultivating students ability to discern information. On the other hand, current educational 

approaches predominantly remain theoretical, lacking systematic frameworks and practical 

applicability (Zhao, 2022). Therefore, the core question of this study is: How can we effectively help 

college students break free from the shackles of information cocoons and achieve cognitive remodeling 

through the design and implementation of media literacy courses? The solution to this problem will not 

only help improve college students media literacy, but also provide new ideas and methods for 

ideological and political education in universities. 

1.3 Research Objectives 

This study aims to explore effective pathways for reshaping college students perception of information 

cocoons through media literacy courses, providing theoretical and practical references for educational 

interventions in higher education. Specifically, the research objectives include: First, by analyzing the 

formation mechanisms of information cocoons and their impacts on students, we aim to clarify the 

pivotal role of media literacy courses in cognitive restructuring. Second, drawing on domestic and 

international research findings, we will design a systematic curriculum framework for media literacy 

courses that encompasses core elements such as information filtering and critical thinking cultivation 

(Chen X. C., Chen, L., & Yang, 2022). Thirdly, the empirical research will verify the practical effect of 

media literacy courses in improving college students information screening ability and cognitive level, 

so as to provide a scientific basis for higher education intervention (Zhao, 2022). Finally, based on the 

research results, specific implementation suggestions are put forward to provide reference for colleges 

and universities to optimize the curriculum setting and innovate teaching methods of media literacy, so 

as to help college students better cope with the challenges brought by information cocoon and achieve 

comprehensive and healthy development. 

 

2. Literature Review 

2.1 Information Cocoon Theory 

The concept of information cocoons originated from Shangtangs seminal work “Information Utopia”. It 

posits that digital platforms, through algorithmic recommendations and users selective cognitive biases, 

create a narrow and insular information ecosystem. Predominantly filled with homogenized content, 



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such environments restrict exposure to diverse perspectives, ultimately leading to cognitive narrowing 

and rigid thinking patterns (Wu, 2022). With the development of big data technology, intelligent 

algorithm recommendation has gradually become an important driving force for the formation of 

information cocoons. Algorithms push content that meets users expectations based on their browsing 

history, interests, and behavioral patterns, thereby strengthening selective exposure to information (Xu, 

2022). Moreover, personal selective psychology also plays a key role in the formation of information 

cocoons. Users tend to choose information that is consistent with their own views, while ignoring or 

rejecting heterogeneous information, which further aggravates the closed nature of information cocoons 

(Wu, 2022). In recent years, scholars have gradually deepened their research on information cocoon, 

not only focusing on its technical causes, but also discussing its far-reaching influence on social 

cognition, value shaping and ideological and political education (Xu, 2022). 

2.2 Research Status of Information Cocoon of College Students 

Domestic and foreign studies on college students information cocoon mainly focus on three aspects: 

causes, manifestations and influences. First, the reasons for college students to fall into information 

cocoon mainly include personalized push of algorithmic recommendation, lack of media literacy and 

homogeneity tendency of social circles (Lang & Wang, 2020). While meeting the personalized needs of 

college students, algorithm recommendation technology also limits the scope of information reception 

and easily forms cognitive bias (Jiang & Li, 2024). Secondly, the performance of college students in 

information cocoon is mainly reflected in their high dependence on specific information and resistance 

to heterogeneous information. Studies show that some college students gradually lose their interest in 

and discrimination ability of diverse information because they have long been exposed to a single 

information source (Zhao & Guo, 2022). Finally, information cocoons exert particularly significant 

impacts on college students, especially in cognitive development, value formation, and social skills. On 

one hand, these echo chambers limit the breadth and depth of knowledge acquisition, hindering the 

development of comprehensive cognitive frameworks. On the other hand, exposure to harmful content 

may distort value judgments, eroding students sense of social responsibility and moral boundaries 

(Lang & Wang, 2020; Wang, 2020). In addition, information cocoon also leads to the narrow social 

circle of college students and the decline of communication ability, which further hinders their 

comprehensive development (Zhao & Guo, 2022). 

2.3 Media Literacy Curriculum Research 

The development of media literacy courses can be traced back to the mid-20th century, when the goal 

of media literacy courses was expanded from improving the publics ability to understand media content 

to cultivating critical thinking and information screening (You, 2022). In the early stages, media 

literacy courses primarily focused on popularizing media knowledge, helping students understand the 

fundamental characteristics and communication patterns of media. With the development of 



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information technology, the content of media literacy courses has gradually expanded to cover multiple 

dimensions such as information filtering, data analysis, and media ethics (Chen & Wu, 2023). In terms 

of teaching methods, media literacy courses have undergone a transformation from traditional 

lecture-style to interactive and practical style. For example, case teaching, group discussion and 

practical operation are used to stimulate students participation awareness and active learning ability 

(You, 2022). In recent years, the relationship between media literacy courses and college students 

cognitive development has attracted widespread attention. Studies show that media literacy courses can 

effectively improve college students ability to identify information and critical thinking level, providing 

important support for them to break through information cocoon (Ge, 2024). However, there are still 

many challenges in the implementation of media literacy courses, such as insufficient teaching 

resources and single teaching methods (Liu, 2023). 

2.4 Research Gaps 

Although the existing literature has conducted in-depth research on information cocoon and media 

literacy curriculum respectively, there is still insufficient discussion on the cognitive remodeling path 

of information cocoon based on media literacy curriculum for college students (Liu, 2022). First of all, 

existing researches mostly focus on the causes and effects of information cocoon, but there are few 

systematic studies on its solutions, especially specific measures for college students (Zhao, 2022). 

Secondly, although some literature mentions the importance of media literacy courses, the research on 

how to combine it with the cognitive remodeling of college students is still in its infancy, and there is a 

lack of clear theoretical framework and practical guidance (Wang & Yi, 2021). In addition, the existing 

research has some limitations in terms of empirical analysis. The sample selection scope is narrow and 

the research time is short, which makes it difficult to comprehensively evaluate the actual effect of 

media literacy courses (Zhao, 2022). This study aims to fill the above gaps by systematically analyzing 

the objectives, contents and teaching methods of media literacy courses, exploring the feasibility and 

effectiveness of their cognition remodeling of information cocoon for college students, and providing 

new ideas and methods for higher education intervention (Liu, 2022). 

 

3. The Status Quo and Influence of College Students Information Cocoon 

3.1 Current Situation Survey of College Students Information Cocoon 

3.1.1 Investigation Design 

To comprehensively examine the current state of information cocoons among college students, this 

study employed a combined approach of questionnaire surveys and in-depth interviews for data 

collection. The questionnaire design was developed based on existing literature regarding the causes 

and manifestations of information cocoons, while incorporating characteristics of students information 

consumption behaviors. This methodology aims to reveal specific patterns in information acquisition 



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channels, preference selection processes, and cognitive awareness levels regarding information cocoons 

(Liu, 2023; Wang & Yi, 2021). The survey recruited university students from diverse academic 

disciplines, including STEM, humanities, social sciences, and arts majors, to ensure sample diversity 

and representativeness. The questionnaire covered four dimensions: basic information habits, 

algorithmic recommendation platform usage, information filtering behaviors, and perceptions of 

information echo chambers. It comprised 30 questions in total, including single-choice questions, 

multiple-choice questions, and scale questions, designed to quantify and analyze students information 

behavior patterns. 

Meanwhile, in-depth interviews serve as a supplementary research method to further explore the 

psychological mechanisms and subjective perceptions underlying the formation of information cocoons 

among college students. The interview outline focuses on four key areas: primary channels of daily 

information exposure, reliance on algorithmic recommendations, awareness of being trapped in 

information cocoons, and strategies to counteract information narrowing. Participants were randomly 

selected from students who completed questionnaires, with 20 individuals interviewed for 30-45 

minutes each session. By combining questionnaire surveys with in-depth interviews, this study aims to 

comprehensively present the current state of information cocoons among college students through both 

quantitative and qualitative approaches, providing robust data support for subsequent analyses. 

3.1.2 Analysis of investigation results 

Statistical analysis of survey data reveals that college students exhibit strong reliance on social media 

and algorithm-driven recommendation platforms for information consumption. Over 70% of 

respondents indicated that WeChat, Weibo, TikTok, and other social media platforms constitute their 

primary daily information sources. These platforms predominantly utilize personalized algorithmic 

recommendation systems, which suggest content based on users browsing history and interest 

preferences (Liu, 2023). Moreover, data reveals that over 60% of respondents admitted to showing 

clear biases in information selection, tending to focus on sources aligning with their own views while 

exhibiting strong resistance to heterogeneous information. For instance, 57% explicitly stated they 

would actively avoid information contradicting their perspectives, while only 27% mentioned they 

would verify and reflect on differing viewpoints after exposure (Wang & Yi, 2021). 

Regarding awareness of information cocoons, survey results indicate that while most students have 

heard of the concept, their understanding of its specific impacts and risks remains limited. Only about 

40% of respondents could accurately describe the formation mechanisms of information cocoons and 

their potential threats to cognitive development, while others simplistically equate them with 

“information overload” or “choice paralysis”. Notably, in-depth interviews further revealed college 

students passive state within these information cocoons. Many respondents admitted that although 

aware of being trapped in specific information environments, they lack the motivation and willingness 



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to actively break free due to the precision and convenience of algorithmic recommendations (Liu, 

2023). In general, the current college students show a strong selective psychology in information 

contact behavior, and their awareness of information cocoon is still insufficient, which brings potential 

risks to their cognitive development and value shaping. 

3.2 The Influence of Information Cocoon on College Students 

3.2.1 Effects on Cognitive Development 

The detrimental effects of information cocoons on college students cognitive development primarily 

manifest in two aspects: narrowing knowledge horizons and rigidifying thinking patterns. Firstly, due 

to the widespread application of algorithmic recommendation technologies, students daily exposure to 

information is often confined to narrow domains that closely align with their personal interests. This 

results in a severe homogenization of information types, where the content they encounter tends to be 

singular and lacks diversity (MAO, 2025). This information narrowing phenomenon not only restricts 

college students access to diverse knowledge, but also hinders the development of comprehensive 

cognitive perspectives. For instance, studies indicate that students exposed to a single information 

source for extended periods demonstrate weaker capabilities in interdisciplinary knowledge integration 

and critical thinking, making them less adept at analyzing and solving complex problems (Chen & Wu, 

2023). 

Secondly, information cocoons reinforce students pre-existing viewpoints, thereby solidifying their 

cognitive patterns. Within such environments, college students tend to selectively absorb information 

that aligns with their established positions while rejecting divergent perspectives. This selective 

exposure behavior ultimately weakens their capacity for objective understanding of the external world 

(MAO, 2025). References point out that when individuals are in a homogeneous information 

environment for a long time, their thinking mode is easy to fall into the “echo chamber effect” that is, 

constantly repeating and strengthening their existing views, thus losing the ability of dialectical 

thinking on complex problems (Chen & Wu, 2023). In addition, information cocoon may also lead to 

the decline of college students ability to distinguish information, so that they lack enough vigilance 

when facing false information or misleading content, thus affecting the accuracy of their cognitive 

judgment. 

3.2.2 Influence on Value Shaping 

The echo chamber phenomenon poses a significant threat to the formation of proper values among 

college students. Particularly under the misleading influence of harmful content, it may lead to value 

deviations from mainstream ideology. On one hand, while algorithmic recommendation systems cater 

to user preferences, they might simultaneously push out excessive vulgar, entertainment-oriented, or 

even socially inappropriate content. Such information subtly and imperceptibly exerts negative impacts 

on the value development of students who are still maturing (Wu, 2022). For example, some college 



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students gradually develop extreme value orientations due to long-term exposure to extremist or 

one-sided information, and even misunderstand or question the core socialist values (MAO, 2025). 

On the other hand, information cocoons isolate heterogeneous information, diminishing college 

students capacity to understand and embrace diverse values. Within such environments, students 

become more susceptible to influence from opinion leaders or online communities, gradually forming 

closed value systems. Research indicates that this insularity not only hinders cultural diversity 

acceptance but may also trigger group polarization, leading to increasingly singular and extreme value 

orientations (Wu, 2022). In addition, information cocoons may also amplify the social influence of bad 

information. For example, some extreme views are widely spread through algorithmic 

recommendations, which will mislead the value judgment of college students (Ge, 2024). Therefore, 

how to help college students break through the shackles of information cocoon and contact with and 

understand multiple values has become an urgent problem to be solved in ideological and political 

education in colleges and universities. 

3.2.3 Impact on Social Skills 

The detrimental effects of information cocoons on college students social skills primarily manifest in 

two aspects: narrowing social circles and diminished communication capabilities. Firstly, within such 

environments, students tend to interact exclusively with individuals holding similar viewpoints. This 

selective social behavior gradually restricts their social networks, making it increasingly difficult for 

them to engage with diverse groups from varied backgrounds (Chen X. C., Chen, L., & Yang, 2022). 

For example, the survey showed that more than 50 percent of college students said their social media 

friends mainly focus on people with the same major or interests, and have less interest in 

communicating with people in other fields (Zhao & Guo, 2022). The solidification of this social circle 

not only limits the scope of college students interpersonal communication, but also makes it difficult 

for them to obtain diversified social perspectives, thus affecting the cultivation of their social 

adaptability. 

Secondly, information cocoons further weaken college students communication skills by reducing 

opportunities for face-to-face interactions. Under the dominance of algorithmic recommendation 

platforms, students tend to engage in indirect communication through text, images, or short videos, 

while lacking in-depth emotional interaction and training in language expression skills (Chen X. C., 

Chen, L., & Yang, 2022). According to the reference literature, although this virtual socialization 

method improves the efficiency of information dissemination, it also makes college students show the 

problem of insufficient communication ability in real social situations, such as the inability to 

accurately express their own ideas or understand the intentions of others (Zhao & Guo, 2022). 

Furthermore, information cocoons may heighten college students sensitivity to social anxiety, causing 

them to exhibit withdrawal or resistance when interacting with unfamiliar groups. This can further 



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hinder the development of their social skills. Therefore, helping students break free from information 

cocoons, expand their social circles, and improve communication abilities holds significant importance 

for promoting their holistic development. 

 

4. Feasibility Analysis of Media Literacy Curriculum as a Cognitive Remodeling Path 

4.1 The Degree to which the Objectives of Media Literacy Courses are Compatible with the Cognitive Needs of 

College Students 

The core objectives of media literacy courses aim to cultivate college students abilities in information 

filtering, critical thinking, and data processing. These goals align closely with the cognitive skills 

required to break free from information cocoons. In this age of information overload, students face 

overwhelming exposure to massive amounts of data. Effectively identifying valuable information and 

making rational judgments has become an urgent challenge. Through systematic instructional design, 

media literacy courses equip students with the skills to discern and evaluate information, thereby 

enhancing their capacity to navigate complex digital environments (You, 2022). Meanwhile, critical 

thinking—a cornerstone of media literacy education—empowers students to examine information 

sources and content from multiple perspectives, preventing them from blindly accepting one-sided 

viewpoints. This skill proves particularly vital in breaking through the echo chambers created by 

algorithmic recommendations and our selective mindset (Ge, 2024). In addition, media literacy courses 

also focus on cultivating students awareness of information subjectivity, so that they have a stronger 

ability to make independent choices when facing diversified information, which is highly consistent 

with the cognitive needs of college students to break through the shackles of information cocoon. 

From a societal perspective, media literacy education aims not only to enhance individual capabilities 

but also to cultivate “media citizens” who meet the demands of our new era. This philosophy 

emphasizes developing responsibility and ethical awareness in information societies—crucial cognitive 

foundations for college students to break free from information cocoons. Through media literacy 

courses, students gradually develop critical questioning of information authenticity and an inclusive 

mindset towards diverse perspectives, enabling them to better adapt to the challenges of the digital age 

(You, 2022). Therefore, whether from the perspective of individual ability cultivation or social 

responsibility shaping, the goals of media literacy courses are significantly consistent with the 

cognitive needs of college students to break information cocoons. 

4.2 The Support of Media Literacy Curriculum Content for Cognitive Remodeling 

The curriculum framework of media literacy education encompasses multiple dimensions including 

media knowledge, information analysis, and communication ethics, all of which play crucial roles in 

reshaping college students cognitive frameworks. First, studying media knowledge enables students to 

gain deep insights into the fundamental principles of information dissemination and their underlying 



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mechanisms, thereby enhancing their understanding of how information echo chambers form. For 

instance, through analyzing algorithmic recommendation technologies, students can recognize how 

personalized recommendations reinforce information echo chamber effects by catering to user 

preferences, prompting them to critically examine their own information consumption habits (Wang, 

2020). Secondly, developing information analysis skills constitutes a crucial component of media 

literacy education. This essential skill requires students to master methods for evaluating the 

authenticity, reliability, and value of information. Such competence not only helps students identify 

misinformation but also enables them to examine events from multiple perspectives, thereby 

overcoming the limitations of relying on single-source information (Wu, 2020). 

Furthermore, media literacy courses emphasize ethical communication education. By exploring moral 

issues in information dissemination, they guide students to develop proper values and a sense of social 

responsibility. In an era where information echo chambers are becoming increasingly prevalent, such 

ethical education proves particularly crucial. It helps students recognize that information selection isn’t 

merely a personal choice but also impacts public welfare. For instance, when discussing the 

“post-truth” phenomenon, students can gain deep insights into how misinformation undermines public 

discourse through case studies, thereby strengthening their motivation to seek authentic, high-quality 

information (Wang, 2020). In conclusion, the content system of media literacy course provides a solid 

theoretical support and practical guidance for college students to reshape their cognition through 

multi-level knowledge transmission and ability cultivation. 

4.3 The Teaching Method of Media Literacy Courses Promotes Cognitive Remodeling 

The diversified teaching methods in media literacy courses, such as case studies and practical exercises, 

effectively enhance student engagement and promote cognitive restructuring. The case study approach 

stimulates learning interest and guides deeper reflection by introducing real-world examples of 

information echo chambers. For instance, educators can select trending events as case studies, asking 

students to analyze their social media dissemination patterns and public perception impacts. This 

methodology helps students understand the formation process of information echo chambers and their 

detrimental effects (MAO, 2025). Through this process, students not only gain intuitive understanding 

but also broaden their cognitive horizons by exchanging perspectives through group discussions and 

other formats. Moreover, the case-based teaching method cultivates critical thinking skills, enabling 

them to proactively question assumptions and seek diverse information sources when encountering 

similar issues. 

The practice-based pedagogy serves as an effective instructional approach that enhances students 

understanding of information echo chambers through hands-on engagement in communication 

activities. By participating in creating short videos or designing social media content, learners gain 

firsthand experience of the entire information dissemination process. This immersive experience allows 



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them to clearly recognize how algorithmic recommendations and technical tools influence information 

distribution (Le, Wang, & Cheng, 2025). For instance, by creating short videos, students can observe 

how platforms prioritize content aligned with specific audience preferences, thereby sparking their 

interest in information diversity. This hands-on practice not only enhances practical skills but also 

transforms them from passive recipients to active participants, achieving deeper cognitive 

transformation. Ultimately, media literacy courses employ diversified teaching methods like case 

studies and practical exercises, effectively boosting college students engagement and understanding 

while providing robust support for breaking through information silos. 

 

5. Exploring the Cognitive Remodeling Path Based on Media Literacy Curriculum 

5.1 Optimize Curriculum Design 

5.1.1 Add Information Screening and Identification Content 

Integrating information filtering and discernment into media literacy curricula serves as a crucial 

initiative to help college students break free from the constraints of information cocoons. The essence 

of information cocoons lies in the excessive concentration of homogeneous content, which prevents 

students from accessing diverse perspectives and authentic, reliable information sources. Therefore, it 

is particularly important to enhance students ability to distinguish between true and false information 

through systematic instructional design. First, we should incorporate teaching content about diversified 

information sources, guiding students to recognize the limitations of relying solely on algorithmic 

recommendations while instructing them on how to verify information authenticity through multiple 

channels (Lang & Wang, 2020). Secondly, courses could incorporate real-world cases to analyze the 

characteristics and social impacts of misinformation dissemination, thereby enhancing students 

vigilance. Additionally, simulated information screening tasks could help students develop practical 

skills in identifying false content and filtering valuable information. For instance, by verifying the 

credibility of information providers and cross-referencing multiple data sources, students can improve 

their ability to discern reliable information (Le, Wang, & Cheng, 2025). This teaching method 

combining theory with practice not only helps students to form scientific information processing habits, 

but also lays a foundation for them to maintain independent thinking ability in complex information 

environment. 

5.1.2 Strengthen the Cultivation of Critical Thinking 

Critical thinking is a vital skill for breaking through information echo chambers, and media literacy 

courses should prioritize this as a core objective. These echo chambers often develop from passive 

information consumption and insufficient critical analysis. Therefore, curriculum design must 

systematically cultivate students critical thinking habits. First, by incorporating foundational logic and 

analytical reasoning methods, we can help students identify logical flaws and biases in information, 



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preventing them from blindly following trends or accepting unverified opinions (Wang, 2020). 

Secondly, the curriculum should focus on cultivating students problem awareness by encouraging them 

to question and explore received information in depth. For instance, through open-ended discussion 

sessions, students can be guided to examine trending events or controversial topics from multiple 

perspectives, thereby enhancing their analytical skills (Ge, 2024). Moreover, initiatives like debate 

competitions can be employed to cultivate critical thinking through intellectual exchanges, helping 

students gradually reduce reliance on single-source information. By implementing these methods, 

media literacy courses effectively build a framework for rational assessment of information value, 

providing solid support for students to break free from information cocoons. 

5.2 Innovative Teaching Methods 

5.2.1 Case Teaching Method 

Case-based pedagogy serves as an effective teaching method, particularly well-suited for exploring 

issues related to information cocoons in media literacy courses. By selecting representative real-world 

cases, educators can guide students to analyze the formation mechanisms of information cocoons and 

their impacts on individuals and society, thereby enhancing cognitive development. For instance, recent 

controversial cases involving algorithm-driven recommendations—such as the “rumor chain” incident 

on a social media platform—can be used to facilitate discussions from multiple dimensions including 

information dissemination pathways and audience psychological responses (Xu, 2022). In this process, 

teachers should guide students to reflect on the media technology characteristics, user behavior patterns, 

and socio-cultural contexts involved in case studies, helping them understand the complexity behind 

the phenomenon of information cocoons. Meanwhile, through group discussions or role-playing 

activities, students can deepen their understanding of case scenarios through interactive engagement 

and learn to apply theoretical knowledge to real-world situations. This teaching method based on 

authentic contexts not only stimulates students learning interest but also effectively cultivates their 

analytical and problem-solving skills, providing practical guidance for breaking down information 

cocoons (Zhao, 2022). 

5.2.2 Practical Operation Method 

Practical implementation serves as a vital approach in media literacy education to deepen students 

understanding of information echo chambers. By engaging students in hands-on communication 

activities like creating short videos and designing social media content, learners gain firsthand insights 

into how these echo chambers form and operate. For example, when producing short videos, instructors 

can assign projects centered on specific themes while emphasizing the need to consider both audience 

preferences and algorithmic recommendations during content planning. This methodology allows 

students to directly observe how algorithms influence information dissemination through their creative 

process (Le, Wang, & Cheng, 2025). Additionally, students can be involved in post-release data 



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analysis to observe how their works spread across different platforms and receive audience feedback. 

This helps them better understand how information cocoons reinforce user preferences through 

algorithmic mechanisms. Through this “learning by doing” approach, students not only deepen their 

understanding of information dissemination patterns but also develop critical thinking and innovative 

capabilities in real-world practice. Consequently, they become more adept at addressing the challenges 

posed by information cocoons (Zhao & Guo, 2022). 

5.3 Enrich Teaching Resources 

5.3.1 Introduction of the Latest Research Results 

To maintain the cutting-edge relevance of media literacy curriculum content, it is crucial to timely 

incorporate the latest research findings in information echo chambers and media literacy. With the rapid 

development of information technology, the manifestations and influencing factors of information echo 

chambers continue to evolve. Therefore, the curriculum must keep pace with academic advancements 

to ensure students gain access to the latest theoretical and practical developments. For instance, 

regularly updating textbook content with recent research achievements on optimizing algorithmic 

recommendation mechanisms and governing information ecosystems can help students understand 

current academic priorities and solutions regarding information echo chamber issues (Le, Wang, & 

Cheng, 2025). Furthermore, educators can organize specialized lectures and academic symposiums to 

invite experts and scholars in relevant fields to share the latest research developments, thereby 

broadening students academic perspectives. Simultaneously, students should be encouraged to 

proactively consult and organize the latest literature, cultivating their self-directed learning capabilities 

and research awareness. This approach provides theoretical support for their in-depth exploration of 

information cocoon issues (Liu, 2022). 

5.3.2 Use of Multimedia Resources 

Multimedia resources hold significant pedagogical value in media literacy education, enabling students 

to better comprehend the phenomenon of information cocoons and its impacts. By presenting complex 

communication processes through images, videos, and animations, educators can significantly reduce 

comprehension barriers while enhancing students intuitive understanding of information cocoons. For 

instance, selecting documentaries or news clips that illustrate this phenomenon allows learners to 

directly observe how homogeneous information shapes individual cognitive frameworks during their 

viewing experience (Li, 2023). Furthermore, educators can utilize data visualization tools to transform 

abstract concepts like information dissemination pathways and user behavior patterns into intuitive 

charts or dynamic demonstrations, helping students better understand the formation mechanisms of 

information cocoons. Meanwhile, by designing interactive multimedia courseware, students can 

actively engage in content exploration during class, thereby enhancing both learning interest and 

effectiveness (Jiang & Li, 2024). This diversified way of integrating teaching resources can not only 



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enrich the course content, but also effectively improve students depth and breadth of cognition on the 

problem of information cocoon. 

 

6. Obstacles and Solutions to the Implementation of Cognitive Remodeling Path Based on Media 

Literacy Curriculum 

6.1 Implementation Obstacles 

6.1.1 Insufficient tTeaching Staff 

One of the primary challenges in implementing media literacy courses at universities is the shortage of 

qualified instructors. Despite the growing importance of media literacy education, many institutions 

lack professional teachers in this field, which directly impacts both the quality and effectiveness of 

these courses. According to reference materials (You, 2022). Research indicates that media literacy 

education requires teachers to possess interdisciplinary knowledge spanning communication studies, 

pedagogy, and technology, yet universities currently have limited qualified faculty meeting these 

criteria. Moreover, existing educators professional competencies also require improvement. For 

instance, some instructors lack sufficient understanding of new media technologies, making it 

challenging for them to effectively guide students navigating complex digital environments. This issue 

is particularly pronounced in regional universities, where uneven resource distribution often prevents 

them from attracting top-tier media literacy education professionals. Meanwhile, references (Ge, 2024). 

It is emphasized that the objectives of media literacy courses extend beyond knowledge transmission, 

with greater emphasis on cultivating students critical thinking and information filtering skills. This 

places higher demands on teachers instructional capabilities. However, many university educators 

currently lack systematic training in media literacy education, resulting in notable shortcomings in 

curriculum design and innovative teaching methodologies. Consequently, the shortage of qualified 

faculty has become one of the key factors constraining the development of media literacy programs. 

6.1.2 Students do not Pay Enough Attention 

In addition to the problem of teachers, students insufficient attention to media literacy courses is also an 

important reason affecting the implementation effect. References (Chen X. C., Chen, L., & Yang, 2022). 

Research indicates that many college students lack a clear understanding of the importance of media 

literacy courses, perceiving them as having little relevance to their academic studies and career 

development. This perception has resulted in low learning motivation, which partly reflects universities 

insufficient efforts in promoting the value of such courses. Additionally, references (Le, Wang, & 

Cheng, 2025). It has been observed that many students have developed a passive information-receiving 

mindset in daily life, lacking initiative to critically evaluate or filter information. This ingrained habit 

further diminishes their interest in media literacy courses. Meanwhile, universities often fail to 

adequately emphasize the practical value and urgency of such courses. For instance, some institutions 



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list media literacy as an elective with minimal credit allocation, which significantly reduces student 

engagement. More concerning is the perception of these courses as “secondary requirements”—merely 

seen as supplementary tasks for academic completion rather than essential tools for skill development. 

Such attitudes not only undermine course effectiveness but also hinder the achievement of media 

literacy education goals to some extent. 

6.2 Solutions 

6.2.1 Strengthen Teacher Training 

To address the shortage of faculty resources, universities should implement proactive measures to 

enhance teacher training programs, thereby improving educators professional competence and teaching 

capabilities. First, institutions can organize specialized workshops and academic exchange activities to 

help teachers master the latest theories and practical methodologies in media literacy education, as 

exemplified by reference materials (You, 2022). It is suggested that colleges and universities regularly 

invite experts and scholars in the field of media literacy to conduct special lectures, and provide 

teachers with systematic training courses covering new media technology, information communication 

rules and critical thinking training. In addition, references (Ge, 2024). Universities should encourage 

faculty to participate in domestic and international academic conferences, facilitating knowledge 

exchange with outstanding educators from other institutions to broaden perspectives and enhance 

teaching quality. Furthermore, establishing comprehensive incentive mechanisms is crucial. By creating 

dedicated award funds or preferential policies for professional title evaluations, universities can attract 

more exceptional teachers to media literacy education. For instance, offering material rewards or 

honorary recognition to instructors who excel in media literacy courses could effectively boost their 

motivation. Finally, building interdisciplinary teaching teams by integrating resources from various 

fields will provide comprehensive support for media literacy programs. These measures not only 

address faculty shortages but also lay a solid foundation for the sustainable development of media 

literacy education. 

6.2.2 Improve Students Attention 

In order to improve students attention to media literacy courses, colleges and universities need to take 

comprehensive measures from publicity, curriculum design, teaching evaluation and other aspects to 

enhance students sense of participation and identity. First, reference literature (Chen X. C., Chen, L., & 

Yang, 2022). It is proposed that universities should strengthen the promotion of media literacy courses 

through multiple channels, such as campus media platforms, social media accounts, and offline 

promotional activities. These initiatives aim to educate students about the importance of media literacy 

and its widespread applications in modern society. Additionally, real-world case studies can be used to 

demonstrate how media literacy helps students better navigate issues like information echo chambers, 

thereby sparking their interest in learning. Finally, references are provided (Zhao, 2022). Higher 



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education institutions should prioritize media literacy courses in their curriculum design. By making 

them mandatory with increased credit requirements, universities can underscore their significance. 

Furthermore, optimizing course content to align with students practical needs—such as incorporating 

topics like social media usage patterns and information verification—is essential to enhance course 

appeal and relevance. Regarding assessment, institutions should establish scientific evaluation systems 

that move beyond traditional exams, adopting diversified methods including classroom discussions and 

project-based learning to holistically assess student outcomes. These measures not only boost students 

engagement with media literacy courses but also create favorable conditions for implementing 

cognitive restructuring approaches. 

 

7. An Empirical Study on the Effect of Cognitive Remodeling of Media Literacy Curriculum 

7.1 Empirical Research Design 

To scientifically evaluate the effectiveness of media literacy courses in addressing information cocoon 

issues among college students, this study employed a pre-post experimental design. By comparing 

cognitive levels and behavioral changes before and after media literacy education, the design 

effectively reveals how these courses improve students understanding of information cocoon 

phenomena and enhance their information processing capabilities (Le, Wang, & Cheng, 2025). The 

study recruited 300 sophomore students from a university, with equal numbers assigned to the 

experimental and control groups. Diverse academic backgrounds ensured sample representativeness 

and minimized potential bias from disciplinary differences. Key assessment metrics included four 

dimensions: awareness of information cocoons, information filtering competence, critical thinking 

skills, and practical performance in information dissemination. The information cocoon awareness was 

measured through questionnaires referencing established assessment tools, while information filtering 

competence was evaluated via simulated information retrieval tasks that assessed students selective 

preferences and judgment accuracy when processing diverse information (Wang & Yi, 2021). In 

addition, critical thinking ability is measured by standardized scales, while information communication 

practice ability is comprehensively evaluated by short video content produced by students in 

curriculum practice and its communication effect. 

7.2 Data Collection and Analysis 

The data collection process was conducted in two phases: The first phase involved gathering baseline 

data from both the experimental and control groups through questionnaires and tests prior to the media 

literacy course. The second phase involved re-measuring both groups using identical tools after the 

course concluded to obtain post-intervention data. The questionnaire focused on students awareness of 

information cocoons, information acquisition habits, and trust in media content. A total of 600 

questionnaires were distributed, with 592 valid responses collected (validity rate: 98.7%). The 



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assessment phase included two components: an information screening test requiring students to identify 

authentic and valuable information from provided materials, and a critical thinking evaluation assessing 

logical reasoning through case analysis questions (Liu, 2023). After completing data collection, the 

analysis was conducted using SPSS statistical software. The methods employed included descriptive 

statistics, paired samples t-tests, and independent samples t-tests. Descriptive statistics were used to 

present the mean values and standard deviations of both experimental and control groups across various 

indicators. Paired samples t-tests were employed to compare changes in the experimental group before 

and after the course, while independent samples t-tests were used to assess differences between the two 

groups. Through these analyses, we were able to comprehensively evaluate the actual effectiveness of 

media literacy courses in reshaping students cognitive development (Wang & Yi, 2021). 

7.3 Discussion of Empirical Research Results 

Empirical research demonstrates that the cognitive restructuring approach in media literacy courses 

significantly enhances students ability to break through information cocoons. The experimental group 

showed a marked improvement in their perception of information cocoons, with post-course 

questionnaire scores surpassing pre-course levels and demonstrating statistically significant differences 

compared to the control group (p<0.01). This evidence confirms that media literacy education 

effectively strengthens students understanding and vigilance regarding information cocoon phenomena 

(Liu, 2023). Secondly, in the information screening ability test, students in the experimental group 

demonstrated significantly improved discernment of false and low-quality information post-course, 

with their screening accuracy rising by 23.6% compared to pre-course levels. In contrast, the control 

group showed only a modest improvement of 5.8%. This outcome clearly indicates that the course 

content on information identification and filtering has played a positive role in enhancing students 

information processing capabilities (Wang & Yi, 2021). Furthermore, in the critical thinking assessment, 

experimental group students achieved an average score increase of 15.3 points compared to pre-course 

levels, while the control group only improved by 3.7 points. This further validates the courses 

effectiveness in cultivating critical thinking skills. However, the study also revealed some limitations. 

For instance, some students demonstrated insufficient ability to process complex information during 

practical exercises, particularly struggling with decision-making when handling multi-source data. 

Additionally, although the course has shown potential in enhancing cognitive abilities, how to 

transform this knowledge into lasting behavioral habits requires further exploration. These findings 

provide crucial directions for future research while reminding educators to prioritize practicality and 

sustainability in curriculum design (Liu, 2023; Wang & Yi, 2021).  

 

 

 



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8. Conclusions 

8.1 Summary of Research Results 

This study investigates cognitive reshaping pathways through media literacy courses by analyzing 

information cocoon phenomena among college students, aiming to provide theoretical and practical 

references for educational interventions in higher education. The research reveals that information 

cocoon significantly hinders cognitive development, value formation, and social skills among 

undergraduates. As an effective educational intervention, media literacy courses demonstrate potential 

to break free from the constraints of information cocoon (Li & Tan, 2023; Lang & Wang, 2020). First, 

media literacy courses systematically enhance students ability to filter and discern information through 

structured teaching content, thereby reducing limitations imposed by algorithmic recommendations and 

selective information processing. Second, the curriculums emphasis on cultivating critical thinking 

strengthens students analytical and evaluative capabilities, enabling them to maintain rational judgment 

when confronted with homogeneous information. Furthermore, through diversified teaching methods 

like case studies and practical exercises, students not only gain deep understanding of the causes and 

dangers of information echo chambers but also learn to proactively overcome the constraints of 

information tunneling in real-world applications (Wang, 2020; Wu, 2022). 

The study also revealed that optimizing media literacy curriculum design, innovating teaching 

methodologies, and enriching educational resources are crucial for achieving cognitive restructuring. 

For instance, incorporating content on information verification and value assessment into course design 

helps students develop scientific information consumption habits. By integrating cutting-edge research 

findings and multimedia resources, courses can enhance their relevance and appeal, thereby stimulating 

students learning interest and engagement (Liu, 2022; Xu, 2022). The results of empirical research 

show that the cognitive remodeling path based on media literacy courses improves students awareness 

of information cocoon to a certain extent and enhances their information processing ability, which 

provides data support for further promotion of such courses (Chen X. C., Chen, L., & Yang, 2022; Zhao, 

2022). In conclusion, this study emphasizes the important role of media literacy courses in solving the 

problem of information cocoon, and provides a concrete and feasible path for its implementation in 

higher education. 

8.2 Limitations and Prospects of the Study 

While this study has achieved notable progress in exploring cognitive restructuring pathways through 

media literacy curricula, several limitations remain to be addressed. Firstly, the sample selection 

primarily focused on university students from specific institutions, resulting in a relatively narrow 

scope that may not fully represent the actual conditions of students across different regions and 

academic tiers. Future research should expand the sample size to include more diverse universities and 

student demographics, thereby enhancing the generalizability and representativeness of the findings 



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(Wang, 2020; Liu, 2022). Secondly, the current study has a relatively short time span, relying solely on 

short-term experimental designs to evaluate cognitive restructuring effects. This approach fails to 

adequately account for the enduring impacts of long-term educational interventions on student behavior. 

Therefore, future research should extend observation periods and employ longitudinal research 

methods to thoroughly explore the long-term mechanisms through which media literacy courses 

influence students cognitive abilities and behavioral patterns (Jiang &Li, 2024; Zhao & Guo, 2022). 

Furthermore, this study primarily focuses on the design and implementation of curriculum itself, with 

limited attention paid to external environmental factors such as campus culture and family background 

in shaping cognitive restructuring effects. Future research could integrate multidimensional variables to 

comprehensively analyze the interactive effects between internal and external factors in students ability 

to break through information cocoons (You, 2022; Chen & Wu, 2023). Meanwhile, with the rapid 

advancement of information technology, the manifestations and causes of information cocoons are 

continuously evolving. This necessitates that media literacy curricula and teaching methodologies keep 

pace with the times. Future research should closely monitor new challenges posed by emerging 

technologies, promptly update course content, and explore more flexible and efficient teaching models 

to better meet educational demands in the digital age (Ge, 2024; Liu, 2023). Finally, the cognitive 

remodeling path proposed in this study needs to be further verified and improved in practice. It is 

suggested that colleges and universities should strengthen cooperation with scientific research 

institutions to jointly promote theoretical innovation and practical application of media literacy courses, 

so as to provide more useful experience for the effective solution of information cocoon problem 

among college students (Wang &Yi, 2021; MAO, 2025). 

 

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