| With the rise of online learning in the field of education,online video learning has become the main form of online learning,and the teaching and learning of online video have also become the focus and effort of researchers and teachers.However,current online video learning still has problems and deficiencies in interaction,such as the lack of immediacy and personalized interaction support,and may has a negative impact on the learning experience and learning effect of the learners.The danmaku in online videos is not only anonymous,but also has the characteristics of enhanced interaction and timely feedback.These characteristics could be reflected in online video learning and may also promote its interaction.Some scholars have initially explored the use of danmaku in teaching,but there is still little applied research about its effect on education and teaching,especially the lack of empirical research.More researches are needed to verify the possibility of the use of danmaku in teaching,and it is necessary to consider the coexistence of the promotion and interference of danmaku on teaching.To a certain extent,the multi-dimensional sensory stimulation of the danmaku has a different impact on people with different cognitive styles.H.Witkin divides the level of learner self-construction into field-independent cognitive style and field-dependent cognitive style from the perspective of perception.Therefore,based on the social constructivist learning theory,ternary interaction theory,connective learning theory and distance learning interaction theory,this research constructs and implements interactive design model of online video teaching based on danmaku,and attempts to explore the differences and reasons of the impact of danmaku on the learners with different cognitive styles of field-dependent and field-independent in online video teaching,and formulates the corresponding teaching strategies to enrich the research field of danmaku applied to teaching.According to this,a preliminary survey was conducted before the experiment,and it was concluded that:(1)College students are positive about online video learning,but believe that interaction methods need to be improved.(2)College students take a positive attitude towards danmaku videos and online video learning based on danmaku.(3)College students hope to interact,complete learning tasks and master practical skills through danmaku.The survey results can provide a basis for constructing the interactive design model of online video teaching based on danmaku of this research.The main research contents include:First,based on the research review and the results of the preliminary survey,this research designs and builds the interactive design model of online video teaching based on danmaku,then determines its measurement tools and methods,and completes the instructional design.Second,in a realistic and natural environment,using quasi-experimental research methods,this research takes 29 learners as subjects and collects data to get online learning participation,learning satisfaction,cognitive load,learning effect and the use of danmaku of subjects through questionnaires and collecting danmaku texts.Third,using descriptive statistics,independent sample t-test,and analysis of variance,this research explores the differences in the learning effects of danmaku on two different cognitive styles in online video teaching,including positive ones and negative ones,while exploring the different using styles and intentions of learners with two different cognitive styles during the online video teaching based on danmaku.It is found that,(1)The impact of online video teaching's danmaku on learners with two different cognitive styles,field-dependent and field-independent,is different.Which is specifically manifested as,field-dependent learners' online learning participation and learning satisfaction are higher than those of field-independent learners while the cognitive load of field-dependent learners is lower than that of field-independent learners.(2)How learners with two different cognitive styles use danmaku and their intentions are different.Such as that field-independent learners are not inclined to launch danmaku and are more inclined to watch danmaku,and their use intention is relatively single,while the field-dependent learners have a tendency to launch and watch the danmaku,and their use intention is more comprehensive and distributed more evenly.(3)The danmaku in online video teaching has a greater impact on field-dependent learners,including positive ones and negative ones.Thence,this research proposes the personalized function and detailed settings of the online video teaching platform about adding danmaku,and provides instructional strategy for teachers to conduct online video teaching based on danmaku:(1)Foster new media literacy of students and teachers as well,and manage danmaku effectively.(2)Design teachers' guide danmaku to correct,interpret,and answer questions.(3)Track learners for a long term and update instructional design appropriately. |
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