在线教学视频中弹幕对学习者的影响

发布时间：2018-06-05 22:18

本文选题：在线学习 + 弹幕　；参考：《华中师范大学》2017年硕士论文

【摘要】：弹幕最早出现在日本著名的Niconico视频网站中,于2008年开始流传至我国,2014年以后开始盛行,主要流行在ACG (Animation动画、Comic漫画、Game游戏)领域。但是,弹幕至今很少应用于在线视频学习,在线视频学习时空分离导致师生、生生之间在线交流缺乏,辍学率高等问题,而弹幕的评论及时性、匿名性、强互动性、高临场感等特点可能解决上述在线视频学习存在的问题。因此,本研究尝试将弹幕这一新型媒介应用于教学,探究其对学习者学习效果的影响。本研究首先通过对在线教学视频的发展与弹幕广泛兴起历程进行梳理和分析,提出研究问题。然后,对现有主流弹幕视频网站和国内外弹幕应用现状相关研究进行综述,以三元交互理论和媒介讯息论为基础,通过准实验研究法、问卷法、访谈法等多种研究方法相结合,开展两个准实验研究。研究一通过TUCAO视频网,首先让学习者体验弹幕应用于视频学习,然后采用问卷调查法收集数据,分析学生是否愿意使用弹幕、是否希望在在线学习中有弹幕功能、学生使用弹幕三种行为方式(打开、关闭、偶尔打开偶尔关闭)比例以及对比三种行为方式对学习者认知负荷、学习满意度、社会存在感以及学习成绩的差异。得出结论:(1)大部分学生愿意使用弹幕,希望有弹幕功能;(2)学习者打开弹幕比关闭弹幕的社会存在感要高。研究二是在研究一研究基础之上开展。首先学习者通过TUCAO视频网进行视频学习,然后通过问卷法、访谈法等多种方法收集数据,分析学习者使用弹幕行为与目的以及自评学习效率等;探讨教师发送与视频内容相关的引导性弹幕、教师发送与视频内容无关的引导性弹幕、教师没有发送引导性弹幕这三种情况学习者学习效果的差异;对比三种情况对场独立型和场依存型学习风格的学习者学习效果的差异。得出结论:(1)与视频内容相关的引导性弹幕明显比与视频内容无关的引导性弹幕学习者学习满意度、社会存在感以及学习成绩要好;(2)与视频内容相关的引导性弹幕明显比与视频内容无关的引导性弹幕、没有引导性弹幕学习者认知负荷要高;(3)与视频内容相关的引导性弹幕明显比没有引导性弹幕学习者学习满意度要高;(4)教师没有发送引导性弹幕,场独立型学习风格学习者的认知负荷明显低于场依存型学习风格学习者的认知负荷。基于以上研究,本研究从弹幕如何有效应用于在线学习方面得到若干启示,比如屏幕上显示的弹幕数量。本研究还存在没有将实验对象完全按照初始能力分组等不足,希望在以后的研究中改进。
[Abstract]:The projectile screen first appeared in the famous Niconico video website in Japan, began to circulate to our country in 2008, and became popular after 2014, mainly in the field of ACG Animation Comic Comic Game Game. However, the screen is rarely used in online video learning. The separation of time and space for online video learning leads to the lack of online communication between students and students, the high dropout rate, and the timeliness, anonymity, and interactivity of the reviews. High sense of presence and other characteristics may solve the above problems of online video learning. Therefore, this study attempts to apply the projectile screen as a new medium to teaching to explore its influence on learners' learning effects. In this study, the development of online teaching video and the wide rise of projectile screen are analyzed and analyzed, and the research problems are put forward. Then, this paper summarizes the existing mainstream project-screen video websites and the current situation of project-screen application at home and abroad. Based on the ternary interaction theory and media information theory, it combines the quasi-experimental research method, questionnaire method, interview method and other research methods. Two quasi-experimental studies were carried out. First, through TUCAO video network, let learners experience projectile application in video learning, then use questionnaire to collect data, analyze whether students are willing to use projectile screen, whether they want to have projectile function in online learning. The proportion of the three behavioral styles (open, close, occasionally turn off) and the differences in cognitive load, learning satisfaction, social presence and academic achievement of the three behavior styles were compared. It is concluded that the majority of students are willing to use the projectile screen and hope to have the projectile function. 2) the learners have a higher sense of social existence when the projectile screen is turned on than when the screen is closed. The second research is carried out on the basis of research. First, learners learn video through TUCAO video network, then collect data by questionnaire, interview and other methods, analyze learners' behavior, purpose and self-assessment learning efficiency. This paper probes into the differences of learners' learning effects in the three situations where the teacher sends the instructional screen related to the video content, the teacher sends the guided projectile which is independent of the video content, and the teacher does not send the guided bullet screen. The difference of learning effect between field independent learning style and field dependent learning style was compared. Conclusion: 1) the learning satisfaction of guided projectile learners who are not related to video content is significantly higher than that of guiding screen learners who are not related to video content. The sense of social existence and academic performance are better than the video content related to the guiding screen than the video content independent of the guiding screen, The cognitive load of learners without guided projectiles was significantly higher than that of learners without guided projectiles. (4) the teachers did not send instructional projectiles. The cognitive load of field-independent learning style learners is significantly lower than that of field-dependent learning style learners. Based on the above studies, this study draws some insights from the effective application of projectiles to online learning, such as the number of projectiles displayed on the screen. In this study, there are still some shortcomings, such as not grouping the subjects according to the initial ability, and hope to improve them in the future research.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

【参考文献】