| The purpose of this research is to explore the personalized interactive model of online video learning and its mechanism—based on Danmaku and Tanti.Moreover,with the consideration of the effect of learners' learning style,we take students' learning style as a moderator variable.The research concludes three studies with the guide of tools in the activity theory as the starting point.Study 1 use questionnaire based on 200 college students who have online video course learning experience and semi-structured interview based on 17 online learners,we explore the using situation of interactive tool and the interactive learning activity in video based online learning.The subject,interactive tool and community are the key points.The results show that:(1)The online learning students take credits as the main starting point,and the overall learning motivation is low;(2)In the online video learning,the learners' demand for interactive tools is not satisfied.There are inconsistencies between the learner's common interaction tools and their preferred interactive tools.For example,the learner's preferred student-student interactive tools are Danmaku,but commonly used tool is forum.(3)There are two main reasons that lead to the learner's interactive demands being difficult to satisfy.One is the defects of the interaction module design in the learning platform.The other is the external requirements form teachers or courses.For example,they must to participate in the Tanti interaction,but there is no result feedback about the answer.(4)Overall,there is little communication among students and teachers in online video based learning activities.It is difficult to form an effective learning community.In order to satisfy the learner's online interaction demands,the follow-up two studies are conducted.With the guide of the mediating role of the tools in the activity theory,two studies with the combination of behavioral experiments and eye-movement experiments attempts to solve the problems found in the research.The Study 2 and Study 3 are based on the results of Study 1.At first,they take the ARCS model of motivation as a starting point to test the impact of changes in interactive tool properties in learning environment on learners' learning performance.Then,from the perspective of participation in the interactive learning environment,they tests whether the interactive behavior could affect learners' motivation and other learning performance.The learning performance concludes four aspects:the learning motivation,the interaction level,the eye movements and the learning scores.Based on the attention strategy,Study 2 tests the learning effects of positive Danmaku,novelty Danmaku and relevant Danmaku.Based on 525 college students,the learning performance shows that:(1)The relevant Danmaku could improve learners' learning motivation,promote the interaction level and the learning scores,and show an active attention model;(2)For students with active learning style,they benefit more from the positive Danmaku and relevant Danmaku.While for the students with contemplative learning style,they could not benefit from the Danmaku learning condition and even be disrupted by the irrelevant Danmaku.(3)The novelty Danmaku and positive Danmaku do not improve learners' learning motivation,however,this condition also promotes the interaction level and the learning scores,and show an active attention model.And again,this effect is especially effective for students with active learning style.While for the students with contemplative learning style,they could not benefit from the novelty Danmaku learning condition.(4)When compared with students who do not send Danmaku and students who actively send Danmaku,students who are asked to send Danmaku could have longer saccade length,send more Danmaku and have better learning scoresBased on the feedback strategy,Study 3 tests the learning effects of Tanti with explained feedback and encouraging feedback.The learning performance of 386 college students shows that:(1)The Tanti with explained feedback could not improve learners' learning motivation.However,compared with no Tanti condition,Tanti with results feedback and Tanti with correct answer feedback,the Tanti with explained feedback could promote the attention eye model and the learning scores.The Tanti with results feedback and Tanti with correct answer feedback could not benefit the learning performance when compared with no Tanti condition.(2)However,the encouraging feedback could make the learning performance of Tanti with correct answer feedback much better.For students with active learning style,they benefit more from the Tanti with encouraging feedback,(3)When compared with students who do not participate in Tanti,students who actively participate in Tanti and students who passively participate in Tanti have a more active attention model,higher learning motivation,and better learning scores.In conclusion:(1)In the online video based learning activity,learners' demands for interactive tools are not satisfied.There are two main reasons that lead to the learner's interactive demands being difficult to satisfy.One is the defects of the interaction module design in the learning platform.The other is the external requirements form teachers or courses.For example,they must to participate in the Danti interaction,but there is no result feedback about the answer.Overall,there is little communication between students and students,and between students and teachers in online video based learning activities.It is difficult to form an effective learning community.(2)In the online video based learning activity,the interactive tools that are consistent with the motivation strategy and learning strategy,such as the positive Danmaku,novelty Danmaku,relevant Danmaku,Tanti with explained feedback and Tanti with encouraging feedback,could improve the learning performance.(3)Students' learning style could moderate the learning performance of interactive tools.For students with active learning style,they benefit more from the positive Danmaku,novelty Danmaku,relevant Danmaku and Tanti with encouraging feedback.While for the students with contemplative learning style,they could not benefit from the learning environments with Danmaku and Tanti.(4)The interactive behavior could improve learners' active attention model and learning performance in learning environments with Danmaku and Tanti.The interactive behavior in learning environments with Tanti could also enhance learners' motivation. |
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