The Impact of Danmaku on High School Students' Video Learning: A Qualitative Analysis Based on the Uses and Gratifications Theory Model

Wangyang Peng; Xiangen Hu

doi:10.6918/IJOSSER.202610_9(10).0008

Authors

Wangyang Peng Xiamen Academy of Educational Science, Fujian, Xiamen, 361000, China
Xiangen Hu The Hong Kong Polytechnic University, Hong Kong. China

DOI:

https://doi.org/10.6918/IJOSSER.202610_9(10).0008

Keywords:

High school students danmaku; video learning; uses and gratifications theory; danmaku interaction.

Abstract

The development of the internet has made online video learning more personalized and diversified; however, problems such as poor interactivity, the inability of teachers to monitor students’ learning states, and a lack of sense of presence remain prominent. As a novel interactive approach, danmaku (bullet-screen comments) can mitigate the shortcomings of limited interaction in online video learning and improve learners’ viewing experience. Nevertheless, whether danmaku can satisfy high school students’ psychological needs in online learning and enhance their video-based learning remains controversial. Grounded in the Uses and Gratifications Theory, this study employs a grounded theory approach to explore how danmaku fulfills high school students’ psychological needs in a video-learning environment. The findings reveal that danmaku satisfies students’ goal-oriented needs: maintaining interpersonal communication and interaction, enhancing interactivity, and entertainment during video learning. Furthermore, high school students actively operate danmaku and engage in interaction with danmaku‑enabled learning videos. Danmaku also influences students’ psychological states during video learning, exerting both positive and negative effects.

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