Teaching effects of using bullet-screen technology during classes on students’ learning: The mediating effect of perceived interactivity

Bullet screen technology enables instant interactive class communication and comments for teachers and students, even in large classes. This study explores the effect of a bullet-screen comment class on students’ learning. It utilizes media and communication theory, expectation confirmation theory, and the technology acceptance model to present the topic using data obtained from Chinese college students. A trend analysis was also conducted on 317 undergraduate students who chose the same course for four years. Structural equation modeling (SEM) and Hayes process analysis are used to test model assumptions and mediation relationships. This study anticipates a significant positive correlation between bullet-screen user experience, students’ perceived interactivity, the bullet-screen classroom teaching effect, and students’ continuous use intention. Bullet screens are expected to enhance the perceived interactivity of students’ continuous use intention and teaching. Their perceived interaction and actual teaching effect will also positively affect the continuous use intention of the bullet screen class. This study anticipates that students are more willing to accept bullet-screen classes when they can easily master the functions and skills of bullet-screen auxiliary technology. The expectation is that students will regard a bullet screen as a helpful teaching aid for learning and express willingness to use bullet screen comments. Based on these predictions, the study recommends that educators and school administrators further integrate auxiliary teaching tools as teaching aids to leverage interactive technology for improved learning.