The Integration of Bilibili in Teaching English Culture Course
Keywords:
Bilibili-integrated teaching, English culture course, learning performance, perceived learningAbstract
Purpose: This study investigates the effectiveness of Bilibili-integrated blended teaching in English culture course, comparing it with traditional teaching method to evaluate its impact on students’ learning performance and perceived learning outcomes. Research design, data, and methodology: A quasi-experimental design was used, involving 65 out of 98 second-year English majors from a southwestern Chinese university. Participants were divided into a control group receiving traditional instruction and a treatment group experiencing Bilibili-integrated teaching. The primary instrument was a post-test, supplemented by a questionnaire to assess perceived learning in the treatment group. Results: The results show that Bilibili-integrated teaching significantly improved student performance in knowledge acquisition, analytical thinking skills, and knowledge application compared to traditional teaching. Effect sizes ranged from moderate to large (Cohen’s d = 0.533-1.009), with p-values (0.003, <0.001, 0.030) indicating statistical significance. The treatment group also reported high perceived learning gains (Total mean = 4.82, total standard deviation = 0.436), particularly in conceptual understanding and critical thinking. Conclusions: The study supports Cognitive Load Theory of Multimedia Learning and Social Cognitive Theory, highlighting the effectiveness of multimedia learning and social interaction in enhancing cognitive load management and student engagement. The findings suggest that structured Bilibili integration can positively influence English education and class participation.
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