| Online learning is a learning mode integrating information technology and education.In recent years,it has made great progress in the field of education with its unique advantages.However,due to the separation of time and space in traditional online education,"insufficient interaction" has always been a problem in online teaching video.In traditional online education video,learners often learn the contents of video in a passive role.Continuous learning is likely to make learners feel boring and monotonous.The emergence of danmaku technology solves these problems to a large extent and is favored by learners due to its unique interactivity and fun.In recent years,more and more researchers have begun to pay attention to the hidden educational function and potential application value of danmaku.In online education video,learners are still the main body of using danmaku.Therefore,it is particularly necessary to discuss the factors that influence learners’ acceptance and use of danmaku in the process of integrating danmaku with online education video.Based on Unified Theory of Acceptance and Use of Technology(UTAUT)and combined with online education video situation,this study explores the influence of perceived interactivity,perceived risk,perceived playfulness and social influence on learners’ behavior of using danmaku and psychological mechanism through empirical research.The conclusion of this study is expected to provide empirical reference for how to better introduce danmaku and realize the integration of danmaku and educational video in the field of online education in the future.In study 1,the perceived risk questionnaire was developed and the perceived interactivity questionnaire was revised.The questionnaire in this study was made on the website,and was distributed through the video course comment area on the video website,QQ zone,circle of friends and QQ group for learning and communication on the video website.The preparation of perceived risk questionnaire referred to relevant domestic and foreign literatures and relevant scales,and interviewed 10 users who had used danmaku in online education video.On this basis,a preliminary survey questionnaire of perceived risk covering 3 dimensions and 12 items was prepared.A total of 150 questionnaires were collected from the initial survey,and 126 valid questionnaires were retained after eliminating invalid questionnaires.SPSS20.0 was used to conduct item analysis and exploratory factor analysis on the data and finally a questionnaire on perceived risk was formed including 7 items from 2 dimensions,including 4 items from functional risk dimension and 3 items from psychological risk dimension.According to the results of the initial questionnaire,the retest questionnaire was sorted out to verify the structure of the perceived risk questionnaire,and 90 valid questionnaires were recovered through the network.SPSS20.0 and Mplus7.4 were used to conduct confirmatory factor analysis,inter-factor correlation coefficient matrix analysis and internal consistency reliability test on the data.The results showed that the internal consistency reliability and structural validity of the self-designed perceived risk questionnaire were both good.The revision of perceived interactivity questionnaire mainly refers to relevant scale of predecessor.In addition,considering that some questions in the original questionnaire are mainly applicable to the situation of social networking sites,this study combined with the video situation to make adjustments to the expression of some measurement questions in the original questionnaire.The adjusted preliminary questionnaire includes 4 dimensions and 18 items.140 valid questionnaires were collected through network channels.SPSS20.0 was used for item analysis and exploratory factor analysis.Finally,a questionnaire with 14 items covering 4 dimensions was formed,perceived usefulness including 4 items.The dimension of perceived usefulness includes 4 items,the dimension of perceived ease of use includes 3 items,the dimension of information exchange includes 3 items,and the dimension of social interaction includes 4 items.According to the results of exploratory factor analysis,retest questionnaires were sorted out to verify the structure of perceived interactivity questionnaires,and 141 effective questionnaires were recovered through the network.SPSS20.0 and Mplus7.4 were used to conduct confirmatory factor analysis,inter-factor correlation coefficient matrix analysis and internal consistency reliability test on the data.The results showed that the internal consistency reliability and structural validity of the revised perceived interactivity questionnaire were both good.Study 2 mainly verifies the influencing factor model of learners’ acceptance and use of danmaku in online education video.In this model,perceived interactivity,perceived risk,perceived playfulness and social influence are the independent variables,behavioral intention is the mediating variable,use behavior is the dependent variable,and gender,age,education background and experience of use are the control variables.Based on the scale of perceived risk and the revised scale of perceived interactivity developed in study 1 and the related mature scale of predecessors,questionnaires were distributed through the online channels such as video course comment area on video website,QQ zone,and QQ group for learning and communication on video website.In addition,researcher visited three universities in Wuhan and asked eligible subjects to fill out questionnaires in the form of scanning two-dimension code.A total of 370 questionnaires were collected,and 354 valid questionnaires were retained after invalid questionnaires were removed.SPSS20.0 and Mplus7.4 were used to analyze the data.The results showed that Cronbach’s a of the questionnaires in this study was all above 0.70,and the internal consistency and reliability of the questionnaire were good.The mean values of perceived interactivity,perceived risk and perceived playfulness are high,indicating that learners’psychological perception of danmaku in online education video is above the medium level.Correlation analysis results among variables showed that perceived interactivity,perceived playfulness,and social influence were significantly positively correlated with behavioral intention,while perceived risk was not significantly correlated with behavioral intention and use behavior.The results of path coefficient show that perceived interactivity,perceived playfulness and social influence are all positive predictors of behavioral intention,and behavioral intention is positive predictors of use behavior,while perceived risk has no significant influence on behavioral intention.The test results of mediating effect show that behavioral intention plays a mediating role in perceived interactivity,perceived pleasure,and social influence on use behavior.Therefore,in future online education video,it can be considered to further enhance the interactive and entertaining functions of the danmaku,increase the interactive atmosphere,and teach through lively activities,so as to enhance learners’ willingness to use the danmaku.In addition,the function of danmaku should be improved,the number of danmaku should be controlled,bad danmaku contents should be eliminated,high-quality danmaku contents should be precipitated,and the negative impact of danmaku on learners should be reduced as much as possible.In addition,in order to expand the danmaku users in online education video from a small range of audiences to a large range of groups,existing users can be encouraged to conduct positive word-of-mouth publicity on danmaku functions,so that more learners can understand and accept danmaku. |
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