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

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 da...

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Bibliographic Details
Published inFrontiers in psychology Vol. 13; p. 1066164
Main Authors Mou, Ya, Jing, Bin, Li, Yichun, Fang, Nanyang, Wu, Changcheng
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 12.12.2022
Subjects
cognitive load
danmaku
instructional video
learning performance
parasocial interaction
Psychology
parasocial interaction
danmaku
cognitive load
instructional video
learning performance
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Summary: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.
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Edited by: Zhongling Pi, Shaanxi Normal University, China
Reviewed by: Tao Yang, University of Birmingham, United Kingdom; Liao Mengyi, Central China Normal University, China; Xunzhou Ma, Southwest Minzu University, China
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2022.1066164