College Students’ Learning Practice on Bilibili Platform: A Qualitative Study in China from the Perspective of Learning Space

• In Event: Rethinking Higher Education Curriculum, Learning Spaces and Practices

Proposal

The widespread accessibility of the Internet and electronic devices has a profound impact on Generation Z students’ daily life and learning experience. Similar to the prevalent educational use of YouTube in western countries, in recent years, the video-sharing platforms in China, especially Bilibili, have gained increasing recognition for their educational potential. Although the entertainment origin of these platforms raised some public doubts about such trends, the emerging phrases “Bilibili College” and “Graduates of Bilibili” have reflected today’s college students’ growing acceptance of and preference for learning on Bilibili. Some studies began to center around the relevant phenomena, but current academic investigation into the use of Bilibili for learning emphasizes the effect of its social attribute on learning (Zhang et al., 2020; Zhang et al., 2022), with little attention paid to learners’ autonomy in learning. Additionally, existing research usually portrays college students as passive platform users rather than active participants(Lin et al., 2022), likely due to the lack of sociological theoretical lens.
Therefore, this study, guided by the theoretical framework of spatial sociology (see figure 1), takes Bilibili and Generation Z college students as research subject, and explores how Bilibili has been shaped as learning space and how it in turn shapes college students’ learning practice(see figure 2). Spatial sociology claims that space does not simply exist, but is rather created in practice. In other words, space is shaped by and shapes action (Fuller et al., 2017). In order to gain a comprehensive understanding of college students’ learning on Bilibili, this study employs qualitative method, and data are collected from three sources: in-depth interviews with 26 college students, content analysis of bullet-chats and comments, and image and text information on social media. Interview transcripts and other relevant materials are analyzed thematically using a grounded theory approach, allowing themes to emerge from the data. These common themes form the basis of research findings.

(figure 1) (figure 2)
Findings indicate that: First, Bilibili, as a learning space, has been shaped by joint forces of Bilibili’s business expansion from ACG (Animation, Comics, and Games) platform to a cultural community, great learning needs of Generation Z college students, and the trend of disseminating knowledge via videos. Driven by economic incentives, Bilibili expanded its market reach to educational content through promotion and advertising strategies. Generation Z college students who have strong learning needs are Bilibili’s major users, and their repeated use for learning reinforces Bilibili’s image of learning space. Amid the trend of video-based knowledge dissemination, Bilibili has adopted a medium-to-long video format, which distinguishes itself from other video learning platforms especially short-form video platforms like TikTok, thereby gaining college students’ favor.
Second, college students’ learning needs on Bilibili fall into three categories, namely, learning for college courses, learning for further education and future jobs, and learning for individual interests. The majority of interviewees in this study have all three types of learning needs, suggesting that Chinese college students are not merely “external task-driven” learners as previous studies show (Li et al., 2021). They also pursue knowledge on Bilibili out of their own curiosity and desire to broaden their own horizons.
Third, college students’ learning practice on Bilibili can be divided into self-directed and interactive learning. Self-directed learning has a two-fold significance of de-discipline and self-regulation: On the one hand, compared to formal learning space (both online and offline), college students are not confined by knowledge authority, disciplinary boundaries and fixed timetable when learning on Bilibili; On the other hand, college students struggle with distracted attention, content selection and procrastination when learning on Bilibili, and accordingly they develop a variety of strategies to overcome these challenges. While much of the empirical literature about college students’ self-directed learning focuses on assessing their abilities (Li et al., 2021), this study argues that de-discipline allows for autonomy, and self-regulation is not just one-time assessment but an ongoing process.
In terms of interactive learning, dis-embedding relationships have brought college students both positive and negative experience: On the one hand, the freedom to express ideas on Bilibili has enabled learners to create a learning community, in which college students share knowledge and feelings with each other; On the other hand, the lack of consensus on the interaction rules and mobility of weak ties have resulted in college students’ negative experience, and accordingly they adjust their participation and engagement in learning community to alleviate or avoid negative consequence. College students’ self-adjustment in interactive learning further demonstrates their autonomy.
In all, by integrating theory of spatial sociology into the analysis of college students’ learning on Bilibili, this study reveals how Bilibili has gradually been constructed as a learning space and how this learning space has affected college students’ learning practice. Consistent with earlier literature, this study has shown that online learning platforms can both positively and negatively affect college students’ learning, whether in self-directed or interactive context. However, beyond the mixed effect, this study has identified college students’ active role in addressing negative issues within learning space, which reflects their self-mastery over learning practice.
As Gert J. J. Biesta has mentioned in his book Beautiful Risk of Education, real education always involves a risk. Students should not be seen as objects to be molded and disciplined, but as subjects of action and responsibility (Biesta, 2014). In this regard, the significant implications for higher education institutions derived from this study are as follows: Instead of evaluating the effectiveness of educational technology and its application to classroom settings, educators should recognize the complex relationship between students and technology, and help students develop subjectivity, so as to provide them with a guide to free action and embrace uncertain risks in digital era.

Authors

• Yanting Li

• Li You