Interactivity in learning instructional videos: Sending danmaku improved parasocial interaction but reduced learning performance

Frontiers in Psychology

article

Ya Mou¹  Bin Jing³  Yichun Li³  Nanyang Fang⁴  Changcheng Wu³ 

[1] Faculty of Artificial Intelligence in Education, Central China Normal University;Shuang Liu Middle School;School of Computer Science, Sichuan Normal University;Qingtai Mountain Middle School Attached to Sichuan Normal University

关键词: Instructional video;    Danmaku;    learning performance;    Cognitive Load;    Parasocial interaction;   

DOI  :  10.3389/fpsyg.2022.1066164

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

The 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. We 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. The 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. Our 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.

【 授权许可】

CC BY