本文選題：在線學(xué)習(xí) + 彈幕��； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：彈幕最早出現(xiàn)在日本著名的Niconico視頻網(wǎng)站中,于2008年開始流傳至我國,2014年以后開始盛行,主要流行在ACG (Animation動(dòng)畫、Comic漫畫、Game游戲)領(lǐng)域。但是,彈幕至今很少應(yīng)用于在線視頻學(xué)習(xí),在線視頻學(xué)習(xí)時(shí)空分離導(dǎo)致師生、生生之間在線交流缺乏,輟學(xué)率高等問題,而彈幕的評論及時(shí)性、匿名性、強(qiáng)互動(dòng)性、高臨場感等特點(diǎn)可能解決上述在線視頻學(xué)習(xí)存在的問題。因此,本研究嘗試將彈幕這一新型媒介應(yīng)用于教學(xué),探究其對學(xué)習(xí)者學(xué)習(xí)效果的影響。本研究首先通過對在線教學(xué)視頻的發(fā)展與彈幕廣泛興起歷程進(jìn)行梳理和分析,提出研究問題。然后,對現(xiàn)有主流彈幕視頻網(wǎng)站和國內(nèi)外彈幕應(yīng)用現(xiàn)狀相關(guān)研究進(jìn)行綜述,以三元交互理論和媒介訊息論為基礎(chǔ),通過準(zhǔn)實(shí)驗(yàn)研究法、問卷法、訪談法等多種研究方法相結(jié)合,開展兩個(gè)準(zhǔn)實(shí)驗(yàn)研究。研究一通過TUCAO視頻網(wǎng),首先讓學(xué)習(xí)者體驗(yàn)彈幕應(yīng)用于視頻學(xué)習(xí),然后采用問卷調(diào)查法收集數(shù)據(jù),分析學(xué)生是否愿意使用彈幕、是否希望在在線學(xué)習(xí)中有彈幕功能、學(xué)生使用彈幕三種行為方式(打開、關(guān)閉、偶爾打開偶爾關(guān)閉)比例以及對比三種行為方式對學(xué)習(xí)者認(rèn)知負(fù)荷、學(xué)習(xí)滿意度、社會(huì)存在感以及學(xué)習(xí)成績的差異。得出結(jié)論:(1)大部分學(xué)生愿意使用彈幕,希望有彈幕功能;(2)學(xué)習(xí)者打開彈幕比關(guān)閉彈幕的社會(huì)存在感要高。研究二是在研究一研究基礎(chǔ)之上開展。首先學(xué)習(xí)者通過TUCAO視頻網(wǎng)進(jìn)行視頻學(xué)習(xí),然后通過問卷法、訪談法等多種方法收集數(shù)據(jù),分析學(xué)習(xí)者使用彈幕行為與目的以及自評學(xué)習(xí)效率等;探討教師發(fā)送與視頻內(nèi)容相關(guān)的引導(dǎo)性彈幕、教師發(fā)送與視頻內(nèi)容無關(guān)的引導(dǎo)性彈幕、教師沒有發(fā)送引導(dǎo)性彈幕這三種情況學(xué)習(xí)者學(xué)習(xí)效果的差異;對比三種情況對場獨(dú)立型和場依存型學(xué)習(xí)風(fēng)格的學(xué)習(xí)者學(xué)習(xí)效果的差異。得出結(jié)論:(1)與視頻內(nèi)容相關(guān)的引導(dǎo)性彈幕明顯比與視頻內(nèi)容無關(guān)的引導(dǎo)性彈幕學(xué)習(xí)者學(xué)習(xí)滿意度、社會(huì)存在感以及學(xué)習(xí)成績要好;(2)與視頻內(nèi)容相關(guān)的引導(dǎo)性彈幕明顯比與視頻內(nèi)容無關(guān)的引導(dǎo)性彈幕、沒有引導(dǎo)性彈幕學(xué)習(xí)者認(rèn)知負(fù)荷要高;(3)與視頻內(nèi)容相關(guān)的引導(dǎo)性彈幕明顯比沒有引導(dǎo)性彈幕學(xué)習(xí)者學(xué)習(xí)滿意度要高;(4)教師沒有發(fā)送引導(dǎo)性彈幕,場獨(dú)立型學(xué)習(xí)風(fēng)格學(xué)習(xí)者的認(rèn)知負(fù)荷明顯低于場依存型學(xué)習(xí)風(fēng)格學(xué)習(xí)者的認(rèn)知負(fù)荷�；谝陨涎芯�,本研究從彈幕如何有效應(yīng)用于在線學(xué)習(xí)方面得到若干啟示,比如屏幕上顯示的彈幕數(shù)量。本研究還存在沒有將實(shí)驗(yàn)對象完全按照初始能力分組等不足,希望在以后的研究中改進(jìn)。
[Abstract]:The projectile screen first appeared in the famous Niconico video website in Japan, began to circulate to our country in 2008, and became popular after 2014, mainly in the field of ACG Animation Comic Comic Game Game. However, the screen is rarely used in online video learning. The separation of time and space for online video learning leads to the lack of online communication between students and students, the high dropout rate, and the timeliness, anonymity, and interactivity of the reviews. High sense of presence and other characteristics may solve the above problems of online video learning. Therefore, this study attempts to apply the projectile screen as a new medium to teaching to explore its influence on learners' learning effects. In this study, the development of online teaching video and the wide rise of projectile screen are analyzed and analyzed, and the research problems are put forward. Then, this paper summarizes the existing mainstream project-screen video websites and the current situation of project-screen application at home and abroad. Based on the ternary interaction theory and media information theory, it combines the quasi-experimental research method, questionnaire method, interview method and other research methods. Two quasi-experimental studies were carried out. First, through TUCAO video network, let learners experience projectile application in video learning, then use questionnaire to collect data, analyze whether students are willing to use projectile screen, whether they want to have projectile function in online learning. The proportion of the three behavioral styles (open, close, occasionally turn off) and the differences in cognitive load, learning satisfaction, social presence and academic achievement of the three behavior styles were compared. It is concluded that the majority of students are willing to use the projectile screen and hope to have the projectile function. 2) the learners have a higher sense of social existence when the projectile screen is turned on than when the screen is closed. The second research is carried out on the basis of research. First, learners learn video through TUCAO video network, then collect data by questionnaire, interview and other methods, analyze learners' behavior, purpose and self-assessment learning efficiency. This paper probes into the differences of learners' learning effects in the three situations where the teacher sends the instructional screen related to the video content, the teacher sends the guided projectile which is independent of the video content, and the teacher does not send the guided bullet screen. The difference of learning effect between field independent learning style and field dependent learning style was compared. Conclusion: 1) the learning satisfaction of guided projectile learners who are not related to video content is significantly higher than that of guiding screen learners who are not related to video content. The sense of social existence and academic performance are better than the video content related to the guiding screen than the video content independent of the guiding screen, The cognitive load of learners without guided projectiles was significantly higher than that of learners without guided projectiles. (4) the teachers did not send instructional projectiles. The cognitive load of field-independent learning style learners is significantly lower than that of field-dependent learning style learners. Based on the above studies, this study draws some insights from the effective application of projectiles to online learning, such as the number of projectiles displayed on the screen. In this study, there are still some shortcomings, such as not grouping the subjects according to the initial ability, and hope to improve them in the future research.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434

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本文編號(hào)：1983603