Danmaku primarily carries tacit knowledge sharing via personal experience while the discussion board carries explicit mathematical knowledge¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Tacit knowledge (self-disclosed experiences and personal opinions) accounted for the majority of danmaku knowledge sharing, while explicit math knowledge was mainly shared on the discussion board. → Bo Yang 2024

Evidence¶

Bo Yang 2024¶

Bo Yang. (2024). Combining Danmaku and Discussion Boards: Toward A Scalable and Sociable Environment for Mass Collaboration in MOOCs. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-024-09426-3

q2 · i? · qualitative · r3

Qualitative content analysis of knowledge-sharing excerpts found "Tacit knowledge accounted for the majority of knowledge sharing in danmaku," while the discussion board mainly shared explicit knowledge such as math formulas. This stands in contrast to Wu et al. (2018), who found danmaku predominantly shared explicit knowledge.

"Tacit knowledge accounted for the majority of knowledge sharing in danmaku in the form of self-disclosed experience and personal opinions about learning"

Discussion¶

Related Claims¶

• All discussion-board contributors sent significantly more text per person than all danmaku contributors in every shared category — related
• Danmaku interaction is predominantly socio-emotional while discussion-board interaction tilts cognitive, and the tools share only four content categories — related
• Mass participation formats in online communities depend on the tools used (Danmaku versus discussion board) — a broader claim this one bears on
• Danmaku hosts mass participation as a continuous collective flow while the discussion board divides learners into threaded small groups — related
• Danmaku questions elicit rapid co-answering and co-confusion, while discussion-board questions often go unanswered or support multi-round elaboration — related
• Interaction in danmaku and discussion boards spanned A3C levels from attendance through cooperation, with collaboration rare and limited to knowledge discussions — related
• Danmaku learners engage in parasocial greetings and compliments to the instructor and seek co-learning presence, phenomena absent on the discussion board — related