2026-10-12T01:54:22Z https://www.scidb.cn/oai

10.57760/sciencedb.24694 2025-05-06T09:30:05Z

2025-05-06 The Effect of Affective Danmaku on Instructional Effectiveness of Online Video doi:10.57760/sciencedb.24694 en Experiment 1: Adopting a single factor two-level (danmaku vs. non-danmaku) between-subjects design. The dependent variables were academic performance (declarative knowledge, procedural knowledge tests) and emotional experience (the happy emotion, the edifying emotion, the melt emotion). Recruited 63 college students from a university in Shanghai as participants. Participants who scored higher than the median in the prior knowledge test (Smits et al., 2008), withdrew from the experiment midway, or had incomplete data were excluded. Ultimately, 62 valid participants (41 females) were retained and randomly assigned to the danmaku group (n=31) and the non-danmaku group (n=31). All subjects have normal vision and hearing, and are colorblind and visually impaired.Experiment 2: Adopting a 2 (affective-text vs. non-affective-text) × 2 (affective-style vs. non-affective-style) between-subjects design. The dependent variable is the same as Experiment 1, and social experience indicators (social presence, social interaction perception) were added. Recruited 97 college students from a university in Shanghai as participants. Excluded the same criteria as Experiment 1, 93 valid participants (62 females) were retained and randomly assigned to the affective-texted and affective-styled danmaku group (n=31), affective-texted danmaku group (n=31), and affective-styled danmaku group (n=31). Meanwhile, the danmaku group from Experiment 1 (i.e. non-affective-texted and non-affective-styled danmaku group; n=31) was used as the control group. All subjects have normal vision and hearing, and are colorblind and visually impaired.Experiment 3: Adopting a single factor two-level (emoji affective-danmaku, color affective-danmaku) between-subjects design. The dependent variable is the same as Experiment 2. Recruited 64 college students from a university in Shanghai as participants. Excluded the same criteria as Experiment 1 and Experiment 2, 63 valid participants (39 females) were ultimately retained and randomly assigned to the emoji affective-danmaku group (n=33) and the color affective-danmaku group (n=30). All subjects have normal vision and hearing, and are colorblind and visually impaired. danmaku; affective danmaku; affective instruction; online video; instructional effectiveness Zhou Hanye Tang Yilin Lu Jiamei RESTRICTED dataset Science Data Bank