Research On The Bullet Screen Interaction Behavior Of Learners In Teaching Videos

With the arrival of the online teaching craze,the exploration of teaching interaction methods has become a hot topic among scholars,especially the newly emerging bullet screen interaction method that has gained the support of a large number of learners.However,existing research has the problem of scattered research and low application rate of bullet screen technology learning platforms.Based on this,this study adheres to the principle of "knowing what it is,but knowing why it is" and uses the Bilibili video website as the research environment for bullet screen interaction.Using research methods such as literature research,educational data mining,text analysis,and data statistical analysis,this study constructs an online teaching interaction framework from three teaching interaction methods: human-computer interaction,interpersonal interaction,and human-knowledge interaction,and explores the characteristics of learners’ bullet screen interaction behavior,Explain the correlation between bullet screen interaction behavior,in order to provide relevant suggestions for improving teachers’ online teaching interaction ability and enhancing the level of teacher-student interaction in online classrooms.The author follows the approach of "literature analysis-interaction data collection-interaction behavior analysis-correlation analysis-relevant suggestions" for research.Firstly,literature analysis was used to summarize and organize relevant research on bullet screen interaction.Secondly,using data mining methods,a crawler tool was used to crawl a total of 24 video data from junior high school Chinese and junior high school mathematics disciplines on the Bilibili bullet screen video website,collecting video information and bullet screen information.Once again,data statistical analysis method is used for data processing to reveal the behavioral characteristics of teaching videos’ bullet screen interaction.And use SPSS 24.0 to conduct correlation analysis on the three ways of teaching interaction.Finally,draw conclusions and provide relevant suggestions.Through the analysis of 24 video data,it was found that: firstly,there is a correlation between human-computer interaction,interpersonal interaction,and human cognitive interaction.There is a correlation between emotional expression and knowledge construction,communication and knowledge construction,and emotional expression and communication;There is a strong correlation between learner types and bullet screen’s sending time,bullet screen’s video position,and bullet screen’s text length;There is a moderate correlation between bullet screen’s colors,bullet screen’s sending time,and bullet screen’s video position;There is a moderate correlation between video segmentation and the sending time of the bullet screen,as well as the length of the bullet screen’s text.Secondly,there is no significant difference in bullet screen interaction behavior among different disciplines.The trend of bullet sending time periods in Chinese and mathematics disciplines is similar,with learners having similar levels of bullet participation and tending towards short bullet communication.Non colored bullet screens are the mainstream of bullet color,and most learners have sent one bullet screen;The three prime time periods for learners are 9am to 10 am,3pm to 4pm,and 8pm to 9pm;Among the three emotional expression methods,neutral emotions account for the highest proportion,while positive emotions account for slightly higher proportion than negative emotions;Among the three communication modes,self-disclosure accounts for the highest proportion,while indirect communication accounts for slightly higher proportion than direct communication;Except for bullet screen texts that do not contain knowledge construction related content,knowledge construction mainly focuses on shallow knowledge construction.Thirdly,the prioritization of teaching videos has an impact on bullet screen interaction behavior.The top ranked P-rated videos account for a large proportion in terms of bullet screen’s count and learner engagement;The highest number of bullet shots sent in teaching videos is within the range of 0 to 100 seconds of video playback.Based on the research results,further conclusions are drawn:(1)The content of bullet screen interaction is weak,learners’ emotional expression is neutral,communication methods tend to self-disclosure,and the level of knowledge construction interaction is not high;(2)The form of bullet screen interaction is single,and the learners’ bullet screen settings have significant "non personalized" characteristics,while the bullet screen interaction has obvious "priority" characteristics;(3)The scope of the bullet screen interaction subject is small,and the one-way effect of asynchronous teaching teacher-student interaction is obvious.The active learner interaction subject status is prominent.In response to the above research,this study proposes the following suggestions for bullet screen interactive teaching for learners in online teaching videos:(1)Adjust the organizational form of remote interactive classroom teaching,and leverage the integration advantages of personalized and collective teaching units;(2)Optimize the classroom teaching design of bullet screen interaction,and utilize the advantages of bullet screen interaction to promote learners’ interactive behavior;(3)Guided by the learner’s dominant position,improving interactive classrooms supported by bullet screen technology;(4)Improve teachers’ information literacy,and apply intelligent data to facilitate efficient interactive classroom.