徐 辛 冯晓英 张汇坷
（北京师范大学 学习设计与学习分析重点实验室，北京 100875）
【摘 要】数字时代借助社交媒体视频进行学习已经成为主流的学习方式之一，但学习者在观看社交媒体视频过程中具体是如何开展学习的还尚不明晰。探究学习者的交互模式有助于揭示社交媒体视频学习的规律，从而更好地发挥其教育价值。本研究以B站人文社科知识类视频中的评论文本为研究对象，基于探究社区理论构建了社交媒体视频学习中学习者交互行为编码框架，采用内容分析和滞后序列分析法探究了学习者的交互行为与交互模式，以及故事讲述、内容比较和概念分析三种不同教学策略下交互模式的差异。研究发现，学习者在认知交互、社会交互和教学交互三个维度上存在困惑提问、观点表达、信息分享等11种交互行为，以及观点触发模式、认知深化模式、问答循环模式、认知调节模式、社会调节模式、氛围促进模式及模仿跟随模式7种交互模式，并且不同教学策略下学习者之间的交互模式存在差异。整体来看，社交媒体视频学习中学习者交互具有认知性、表达性、主动性、互助性、群聚性的特征。希望本研究能够为相关研究者和实践者认识社交媒体视频学习的规律、优化教学设计提供参考。
【关键词】社交媒体；视频学习；交互；教学策略；教学设计；在线学习
A Study of Learner Interaction Behavior and Interaction Patterns in Social Media Video-Based Learning
XU Xin，FENG Xiaoying and ZHANG Huike
(Laboratory of Learning Design and Learning Analysis, Beijing Normal University, Beijing 100875, China)
Abstract：Learning through videos on social media has become one of the mainstream learning methods in the digital age. Yet how learners specifically engage in this process remains unclear. Investigating learners’ interaction patterns could reveal the norms of social media video-based learning, thereby maximizing its educational value. This research focuses on comment texts from humanities and social sciences knowledge videos on Bilibili (a Chinese video-sharing platform). Based on the Community of Inquiry framework, a coding scheme for learners’ interaction behaviors in social media video learning was developed. Content analysis and lag sequential analysis were employed to explore learners’ interaction behaviors and patterns, as well as the differences in interaction patterns under three distinct teaching strategies: storytelling, content comparison, and conceptual analysis. The findings revealed eleven types of interaction behaviors across three dimensions: cognitive interaction, social interaction, and teaching interaction, including confusion inquiry, perspective articulation, and information sharing. Seven interaction patterns were identified: perspective triggering, cognitive deepening, question-answer cycling, cognitive regulation, social regulation, atmosphere facilitation, and imitative following. Additionally, significant differences in interaction patterns were observed across the three instructional strategies. Overall, learner interactions in social media video-based learning exhibited characteristics of cognitive, expressive, proactive, mutual assistance, and group clustering. This article aims to provide a reference for researchers and practitioners to better understand the mechanisms of social media video learning and optimize instructional design.
Keywords: social media; video-based learning; interaction; teaching strategies; instructional design; online learning
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社交媒体视频学习中学习者交互行为及交互模式研究.pdf
