Analysis of Sexual Knowledge Restructuring Driven by Museum-Situated Cognition and Learning: A Case Study in Central China

Museum-situated cognition and learning is a well-established educational intervention; however, its targeted application in sex education within conservative cultural contexts remains underexplored. Grounded in situated cognition and learning theory, this case study examines the teaching mechanisms of a private sexology museum in Central China. Utilizing questionnaires and interviews with 320 university students, we analyzed the impact of a three-hour structured field trip compared to traditional lecture-based instruction of sex education. The findings indicate that the museum's immersive spatiotemporal context and interactive elements create essential cognitive pathways. Once established, these pathways activate educational intentionality and stimulate self-constructive learning, thereby optimizing participants’ cognition and behavior. This study proposes a mechanism model, demonstrating that museum interventions are not merely supplementary but constitute critical spatial and cultural interventions necessary for effective sex education in regions with traditional cultural constraints.