https://orcid.org/0009-0007-9109-0134
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Abstract
Danmaku is increasingly used during online interactions - such as learner communication in online learning. As an emerging online interaction method, Danmaku not only enhances the viewer interaction experience, but also allows learners to achieve better learning outcomes. Therefore, this study used a 2 (Danmaku font size: large, small) × 2 (cognitive style: field-independent, field-dependent) between-participants design to investigate the effect of Danmaku font size on online learning through eye-tracking studies and to reveal the mechanism of the effect of Danmaku font size on the learning outcomes of field-independent and field-dependent learners. The results show that Danmaku font size affects the learning perception of learners with different cognitive styles in online learning, i.e., under the field-independent cognitive style, small font Danmaku can improve the online learning perceptual experience. Under the field-dependent cognitive style, learners focus more on the Danmaku area, so the Danmaku with large font size can improve the online learning perceptual experience. In summary, this study found that the Danmaku font size impacts the online learning effect of learners with different cognitive styles. Therefore, different Danmaku font sizes should be selected according to different cognitive styles during online teaching. This study can provide research basis and optimization suggestions for how to use Danmaku in online teaching design, which will help deepen the understanding of the role of Danmaku in online teaching.
Ethical approval
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and national research committees and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent
Informed consent was obtained from all individual participants included in the study.
Disclosure statement
No conflict of interest exits in the submission of this manuscript, and the manuscript is approved by all authors for pub-lication. I would like to declare on behalf of all the co-authors that the work described is original research that has notbeen published previously, and not under consideration for publication elsewhere, in whole or in part.
Data availability statement
According to Welcome Open Research, the source data underlying the results of our research will be made available as soon as the article is published.
Registration DOI 10.17605/OSF.IO/M249D
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Notes on contributors
Fengqiang Gao
Fengqiang Gao Professor, Dean of the School of Psychology, Shandong Normal University, PhD Supervisor; Director of the Chinese Psychological Association; Vice President of the Committee on Theoretical Psychology and History of Psychology of the Chinese Psychological Association.
Chunze Xu
Chunze Xu is a graduate student at Shandong Normal University under the supervision of Prof. Gao. His main research interests include: Educational Psychology, Cyberpsychology.
Qing Lv
Qing Lv is a graduate student at Shandong Normal University. Her main research interests include: Educational Psychology, Cyberpsychology.
Zhong Liu
Zhong Liu is a graduate student at Shandong Normal University. His main research interests include: Educational Psychology, Cyberpsychology.
Lei Han
Lei Han is a professor, doctoral supervisor and vice dean of the School of Psychology, Shandong Normal University, a young expert of Shandong Taishan Scholars, and a "Dongyue Scholar" young talent of Shandong Normal University. His main research fields: network psychology and interbehavior.