弹幕对学生在线视频学习效果的影响——基于22项实验和准实验研究的元分析

The Influence of Danmaku on Students’Learning Effectiveness in Online Video Learning:Meta-Analysis Based on 22 Experimental and Quasi-Experimental Studies

弹幕交流,是一种新型的互动交流手段,其独特的匿名性、即时反馈、强烈的互动性和高临场感赢得了广大学习者的青睐。然而将弹幕融入教学视频中是否具有正面影响,目前学术界对此还未形成统一的意见。本研究采用了元分析的方法,汇总并分析了国内外22项关于弹幕对视频学习效果影响的实证研究数据。研究结果表明,弹幕对在线视频学习中学生整体成绩、迁移成绩有显著的促进作用,且弹幕在轻微程度上增加了学生的认知负荷,但对保持成绩无显著影响。调节效应分析发现弹幕类型、知识类型、学科属性以及教育学段均显著调节弹幕对整体成绩的影响;学习风格、教师在屏与否显著调节弹幕对保持成绩的影响;弹幕类型、教学视频有无字幕、学科属性、教师在屏与否、教学视频时长显著调节弹幕对迁移成绩的影响;弹幕类型显著调节弹幕对认知负荷的影响。这些发现为弹幕在教学视频中的应用提供了科学依据,也为未来的教学设计提供了参考。

As a new way of video interaction,danmaku is favored by many learners for its anonymity,immediacy,strong interactivity and high presence.However,the current research conclusion on whether danmaku has a positive impact in teaching video is still inconsistent.In this article meta-analysis method is used to quantitatively summarize 22 empirical studies involving danmaku and learning effectiveness at home and abroad.Results show that danmaku may significantly promote students’overall performance and transfer performance in online video learning,and could slightly increases students’cognitive load,but has no significant effect on retention performance.The analysis of moderating effect shows that the type of danmaku,knowledge category,subject attribute and pedagogy section all significantly moderates the influence of danmaku on overall performance;Learning style and whether teachers are on the screen or not significantly moderates the influence of danmaku on retention performance;The type of danmaku,whether there are subtitles in teaching videos,subject attributes,whether teachers are on the screen or not,and the duration of teaching videos significantly moderates the influence of danmaku on transfer performance;The type of danmaku significantly moderates the impact of danmaku on cognitive load.These findings provide a scientific basis for the application of danmaku in teaching video,and provide a reference for future teaching design.