Interactivity in learning instructional videos: Sending danmaku improved parasocial interaction but reduced learning performance
IntroductionThe instructional video is considered to be one of the most distinct and effective virtual learning tools. However, one of its biggest drawbacks is the lack of social interaction that occurs. This study tested the impact of participants sending zero danmaku (sending messages on the scree...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-12-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1066164/full |
| _version_ | 1811202803021905920 |
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| author | Ya Mou Ya Mou Bin Jing Yichun Li Nanyang Fang Changcheng Wu |
| author_facet | Ya Mou Ya Mou Bin Jing Yichun Li Nanyang Fang Changcheng Wu |
| author_sort | Ya Mou |
| collection | DOAJ |
| description | IntroductionThe instructional video is considered to be one of the most distinct and effective virtual learning tools. However, one of its biggest drawbacks is the lack of social interaction that occurs. This study tested the impact of participants sending zero danmaku (sending messages on the screen), three danmaku sending, and unlimited danmaku as an instructional video plays on learning performance.MethodsWe assessed learners’ retention and transfer scores, as well as self-report scores for cognitive load and parasocial interaction. This study sample comprised 104 participants who were randomly assigned to learn from one of three instructional videos on the topic of the heart.ResultsThe results showed that sending danmaku improved learners’ parasocial interaction, while significantly increasing their cognitive load and also hindering learning performance. The observed increase in cognitive load reported by learners was also caused by increased levels of parasocial interaction.DiscussionOur findings suggest that by sending danmaku, learners can promote interactive learning, but that this has a negative impact on learning performance and the process of video learning. |
| first_indexed | 2024-04-12T02:45:49Z |
| format | Article |
| id | doaj.art-e9f166d0d16047d6a0d6ede44812fe27 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T02:45:49Z |
| publishDate | 2022-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-e9f166d0d16047d6a0d6ede44812fe272022-12-22T03:51:11ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-12-011310.3389/fpsyg.2022.10661641066164Interactivity in learning instructional videos: Sending danmaku improved parasocial interaction but reduced learning performanceYa Mou0Ya Mou1Bin Jing2Yichun Li3Nanyang Fang4Changcheng Wu5Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, Hubei, ChinaShuang Liu Middle School, Chengdu, Sichuan, ChinaSchool of Computer Science, Sichuan Normal University, Chengdu, Sichuan, ChinaSchool of Computer Science, Sichuan Normal University, Chengdu, Sichuan, ChinaQingtai Mountain Middle School Attached to Sichuan Normal University, Chengdu, Sichuan, ChinaSchool of Computer Science, Sichuan Normal University, Chengdu, Sichuan, ChinaIntroductionThe instructional video is considered to be one of the most distinct and effective virtual learning tools. However, one of its biggest drawbacks is the lack of social interaction that occurs. This study tested the impact of participants sending zero danmaku (sending messages on the screen), three danmaku sending, and unlimited danmaku as an instructional video plays on learning performance.MethodsWe assessed learners’ retention and transfer scores, as well as self-report scores for cognitive load and parasocial interaction. This study sample comprised 104 participants who were randomly assigned to learn from one of three instructional videos on the topic of the heart.ResultsThe results showed that sending danmaku improved learners’ parasocial interaction, while significantly increasing their cognitive load and also hindering learning performance. The observed increase in cognitive load reported by learners was also caused by increased levels of parasocial interaction.DiscussionOur findings suggest that by sending danmaku, learners can promote interactive learning, but that this has a negative impact on learning performance and the process of video learning.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1066164/fullinstructional videodanmakulearning performancecognitive loadparasocial interaction |
| spellingShingle | Ya Mou Ya Mou Bin Jing Yichun Li Nanyang Fang Changcheng Wu Interactivity in learning instructional videos: Sending danmaku improved parasocial interaction but reduced learning performance Frontiers in Psychology instructional video danmaku learning performance cognitive load parasocial interaction |
| title | Interactivity in learning instructional videos: Sending danmaku improved parasocial interaction but reduced learning performance |
| title_full | Interactivity in learning instructional videos: Sending danmaku improved parasocial interaction but reduced learning performance |
| title_fullStr | Interactivity in learning instructional videos: Sending danmaku improved parasocial interaction but reduced learning performance |
| title_full_unstemmed | Interactivity in learning instructional videos: Sending danmaku improved parasocial interaction but reduced learning performance |
| title_short | Interactivity in learning instructional videos: Sending danmaku improved parasocial interaction but reduced learning performance |
| title_sort | interactivity in learning instructional videos sending danmaku improved parasocial interaction but reduced learning performance |
| topic | instructional video danmaku learning performance cognitive load parasocial interaction |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1066164/full |
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