Master’s Thesis:
The Study of Bullet-Screen Comment and
Its Relationship with Media Use Experience
Student: Le Chen (11361360)
Supervisor: Annemarie van Oosten
Master’s programme Communication Science
Graduate School of Communication
University of Amsterdam
Date of completion: 02/02/2018
Abstract
“Bullet Screen” was originally a military term and describes the situation that artillery fire attack is so dense that the bullet looks like a curtain. Nowadays, it universally refers to a feature on video sharing sites, which allows real-time comments from viewers to fly across the screen. In the present study, an online experiment was conducted among Chinese participants in order to understand whether the presence of bullet-screen comments plays a role in influencing user’s experience. The results show that there is no significant relationship between the presence of bullet-screen comments and user’s engagement and enjoyment. The previous experience with bullet-screen comments and information seeking motive showed no significant moderation effects in this relationship. A few limitations in terms of research design and theoretical framework development were identified, which has valuable implications for the future studies.
Keywords: bullet-screen comments, user experience, media engagement, social viewing, co-experience
The Study of Bullet-Screen Comment and
Its Relationship with Media Use Experience
“Bullet Screen” was originally a military term and describes the situation that artillery fire attack is so dense that the bullet looks like a curtain. Nowadays, it universally refers to a feature on video sharing sites, which allows real-time comments from viewers to fly across the screen (Yang, Binglu, Junjie, & Shuwen, 2017). This feature gives viewers the
opportunity to post or send each other text messages while watching a film or show, and these text messages are projected publicly on a screen and every viewer is able to see them. This new service was first introduced to Chinese online video platforms around 10 years ago. Until 2017, the total amount of bullet-screen comments is over 1 billion in the most popular Chinese video sharing websites, AcFun and Bilibili (Globe Times, 2018). Especially, users born after the 1990s seem to be more enthusiastic about bullet screen than older consumers (Globe Times, 2018), perhaps because bullet screen combines two of their favourite media based activities, texting and watching online videos (Djamasbi, Hall-Phillips, Liu, Li & Bian, 2016).
With the pervasiveness of bullet-screen comments on Chinese video sharing websites, scholars showed their interests in its impacts on people’s culture life and attempted to study to what extent the bullet-screen comment would arise people's cultural participation. For instance, one study indicates that bullet-screen comment has certain cultural productivity (Wang, 2015), while one study shows that the popularity of bullet screen implies people’s demand for shared media, and also underlines their desire to express themselves on the internet (Menzel, 2015). One study reveals that both users’ instantaneous intention to share and their intention to continue to use were significantly predicted by the perceived
interactivity the real-time commentary feature can arise both users’ instantaneous intention to share and their intention to continue to use (Liu, Suh, & Wagner, 2016). Despite of its
cultural value, studies also indicate this new feature enhances user experience during media use. The first comprehensive research on the relationship between bullet-screen comments and user experience supported that viewing bullet-screen comments was more engaging than viewing traditional online videos because the presence of bullet screen functions as an additional element that improves the richness to the video (Djamasbi et al, 2016). It also suggests that the presence of bullet-screen comments positively impacts on the viewers’ mood during watching, as it facilitates social interaction which has a positive impact on how the users feel (Djamasbi et al, 2016).
However, most researches on the relationship between bullet-screen comments and user experience have the limitations in terms of external validity. Most factors that have the potential to influence the relationship were not taken into consideration in the previous
studies (Liu et al, 2016; Djamasbi et al, 2016). It is very likely that the significant relationship found were resulted by other factors that were not measured in these studies, such as the influence of previous experience with bullet-screen comment and the user’s motive to watch the video. In the present study, we conducted an online experiment among Chinese
participants in order to understand whether the presence of bullet-screen comments plays a role in influencing user’s experience. Extended from previous research, we are not only interested in its impacts on users’ engagement but also how enjoyable they feel during video viewing. We believe a better understanding of user behaviour and their media use experience can also help organizations and social media managers design more targeted engagement strategies. Besides, a deeper look into the bullet-screen comments helps us to understand the concept of multitasking, social viewing and co-experience.
Literature Review and Hypotheses Development
Content Gratification and Process Gratification
The uses and gratification (U&G) theory (Katz, Blumler, & Gurevitch, 1974) is a time-honored approach to study media use. It assumes that people have innate needs that can be satisfied by media. As proposed by the theory, gratifications are conceptualized as “need satisfactions”, which are obtained when a person’s needs are met by certain types of media sources that match their expectations (Katz, Blumler, & Gurevitch, 1974). Based on this logic, U&G theory can be used to explain how people respond to media use by studying how people’s needs are satisfied by the use of certain media. Specifically, it distinguishes two major types of gratification. One is content gratification which refers to the gratification that obtained from the messages carried by the medium, and another is process gratification which refers to the gratification that obtained from the actual use of the medium itself
(Rubin, 2009). In the present study, we mainly focus on how the process gratification are met by media use. We consider bullet-screen comment is an inherent feature that contained in a video and is not separated from the video itself. The gratification that met by video watching is not resulted by reading the bullet-screen comments but affected by the presence of them in the video. The comment itself is not in the research scope. In the following sections, we will give a brief explanation about user’s process gratification and media experience were
previously studied as well as its implications for the present study of bullet-screen comments. Media Engagement
Engagement is mostly conceptualized as an optimal state of mind in which people experience a higher level of involvement and absorption into the media use and media content (Green, Garst, & Brock, 2004). Media users experience a sense of losing the self and time, of being connected with something. The most closely related concept to engagement is flow. It entails a physiological and cognitive activity of the brain in which people become
highly engrossed in a certain activity (Nee & Dozier, 2017). It describes the state that happens when media users allocate their full attention to the media product and are highly immersed in the world that media portrays. More importantly, it is essential to distinguish engagement from liking, which is the experience of the desirable or undesirable features of a certain media product (Calder & Malthouse, 2008). In contrast to liking, engagement is about how the media product is experienced and what the media does for the user rather than what the user likes about it (Calder & Malthouse, 2008).
In the previous study of media engagement, the richness theory is the most frequently used framework to understand this concept. Empirically, the richness of medium shows a positive impact on user’s media engagement. For instance, in the study of video game use experienced richness plays a vital role in enticing players into play. A higher number of game features are considered to increase levels of experienced richness at a mental, behavioural and sensorial level. The richness of game features promotes the excitement experienced by the player, as a result it attracts their attentions into the game world (Rozendaal, Keyson, de Ridder, & Craig, 2009).A more recent study suggests that compared with static pictures, animations and videos lead to heightened users’ engagement (Webster & Ahuja, 2006). This is because animations and video are considered as richer media since they contain not only static visual presentation but also the moving and auditorial information of the image. It means the richness of media often encourages the user to handle multiple information cues simultaneously, to facilitate rapid feedback, and establish a consistent personal focus. These characteristics of rich media are very likely to impact on how the user finds a medium engaging (Daft & Lengel, 1986). This is why the richer the medium is, the more likely the user would find it engaging.
have increased features compared to traditional video. This is because bullet-screen
comments videos use both video and animated text, and the textual comments fly across the screen in real-time from right to left. Despite the video itself, the flying comments also play a role in attracting the attention from the user. Therefore, it is reasonable to predict that:
H1: Participants who are exposed to the bullet-screen comments will experience greater engagement with the video than those who do not.
Media Enjoyment
Enjoyment, the pleasant experiential state that is achieved through media use, is the core component of entertainment (Raney & Ji, 2017). It manifests in varying ways and on varying of levels. Emotions such as exhilaration, amusement, suspense, tenderness, a sense of achievement are mostly used terms to describe enjoyment (Raney & Ji, 2017). Compared with engagement, which is a more motivational response, enjoyment refers to the affective or emotion-driven response to the media experience. It concerns the hedonic value associated with the experience—what is desirable or undesirable about it, the pleasure/displeasure taken in it (Calder & Malthouse, 2008).
In the study of media use, a great number of factors are identified to be influential on enjoyment. One study shows that perceived co-experience has a strong impact in predicting user’s enjoyment with the media experience (Bründl, Matt, & Hess, 2017). As explained by the authors, co-experience refers to the user experience which is created in social interaction. The concept of co-experience highlights that the physical or virtual presence of others has an influence on an individual’s experiences (Bründl et al., 2017). The perceived co-experience stems from a sense of participation. As their study suggests, in order to achieve a sense of participation individuals first need to perceive that they are together through the entire media experience. Secondly, users are allowed to share information and meanings to each other,
which is called cognitive communion (Lim, S., C., I., & J, 2012). In other words, if the interactive technology system is able to provide mediated communication channels for social interaction and give the users a sense of participation, it is very likely that the perceived co-experience would occur (Bründl, Matt, & Hess, 2017) and greater enjoyment would be achieved.
In the present study, when people watch the video with bullet-screen comments, they likely have a strong sense of being involved in social interaction. They are not only watching the video itself, but also reading the comments generated by other viewers. By this, the users experience a sense of participation because the flying comments indicate that someone is watching the video with them and sharing relevant messages. For this reason, it can be expected that:
H2: Participants who are exposed to the bullet-screen comments will experience greater enjoyment with the video than those who do not.
Bullet-Screen Comments Experience
As defined before, bullet-screen comments are a feature that contained in the video which allows real-time comments flying across the screen during video watching. In other words, it means during video watching the viewer are exposed to both the video and the comments at the same time. Keeping this in mind, we consider viewing bullet-screen comments video is closely related to the concept of media multitasking, which refers to the simultaneous use of multiple media. A recent report about media use reveals that 57% media users use TV and internet simultaneously, with 28% of the time spent on the internet also being spent with the TV on (Nielsen, 2009). The theory that is frequently used to study media multitasking is the Limited Capacity Model of Motivated Mediated Message Processing (Lang, 2000). A basic assumption of this model is that people have limited capacities for
encoding, storing, and retrieving information, which means people are limited in the amount of cognitive resources they can allocate to different tasks (Lang, 2000). During media multitasking, different tasks compete for these limited cognitive resources. If the user pays attention to one task, inherently it comes at the expense of attention to the other task (Segijn, Voorveld, & Smit, 2016). In the present case, watching bullet-screen videos requires the viewer to allocate their cognitive resources to both the flying comments and the video itself. However, differing from other media multitasking, the flying comments and the video concern with the same content and deliver the same messages. If the user is experienced and has sufficient skills in reading flying comments and watching video simultaneously, their cognitive resources do not have to compete for different tasks. Both the flying comment and the video play the same role in helping the user to understand the message that delivered through the media, and they cooperate with each other to enhance the media experience. In other words, the presence of bullet-screen comment is considered as the richness of the media only if the user is able to process the comments and the video simultaneously and perceive them as a whole. Otherwise, people’s cognitive resources need to compete for these two tasks and distract one or other. Therefore, we believe if people had previous experience with bullet-screen comments, it is very likely that the media experience would be found more engaging. This study hypothesizes that:
H3: The higher engagement as a result of bullet-screen video watching will be
greater for participants who have previous experience with bullet-screen comment than those who do not.
Fig. 1. Proposed research model (1)
Media Use Motives
As proposed by U&G theory, media users are active and seeking to fulfil their needs and receive satisfaction through media use. The five basic needs that are identified by Katz, Blumler, and Gurevitch (1974) are cognitive needs, affective needs, personal integrative needs, social integrative needs and tension release needs. A recent study shows passive content consumption in the form of video viewing was most strongly predicted by relaxing entertainment motive, and reading comments was predicted by information seeking motive (Khan, 2017). In the present study, the bullet-screen comments provide extra information that the user consumes to satisfy their need and gain gratifications. As a result, we believe a greater enjoyment can be experienced by exposing to bullet-screen comments if the user is seeking for information from video watching. Thus, we predict that:
H4: The higher enjoyment as a result of bullet-screen video watching will be greater for participants who have information seeking motive than those who do not.
Bullet-screen
comments
Engagement with
video watching
Fig. 2. Proposed research model (2)
The Present Study
Research Design and Sample
In order to examine our proposed research framework and hypotheses empirically, we conducted an online experiment among participants in mainland China. The experiment was a between-subject design with two conditions: the experiment group watch a video with bullet-screen comments, and control group watch the same video without bullet-screen comments. After watching the video, the participants were given a short questionnaire, measuring the dependent variables engagement and enjoyment, as well as the moderators multitasking experiences and motivation for media use, and demographic characteristics. The online experiment was delivered through a professional Chinese online survey tool (wjx.cn). The participants were collected through a convenience sampling method. It has been ensured that all the participants are native Chinese speakers since they need to be able to understand Chinese to complete the experiment. Every participant was asked to give their informed consent before the experiment starts. The participants were randomly assigned into either the experimental group (including bullet screen comments) or the control group. The participants were asked to complete the experiment individually.
Upon online experiment's closing, a total of 82 participants formed the actual sample size, with 40 people in experimental group and 42 people in control group. The sample
Bullet-screen
comments
Enjoyment with
video watching
consists of 45 females (45.1%) and 37 males (54.9%). They were between the ages of 18 and 55, with a mean age of 27.59 years (SD= 7.88). Fifty-two of them hold a bachelor degree (63.4%), 17 have attended university (20.7%), and 13 never obtained higher education (15.9%).
Experimental Stimulus
The stimulus that was selected is an existing 5-minute cooking recipe video. This video was selected because it is short, easy to understand, and entertaining to watch. It was extracted from a Chinese online video sharing website - AcFun, which is the first and most popular website that uses the feature of bullet-screen comments. Since it is impossible to download the original video with bullet-screen comments, the video was extracted by using screen recording. Two versions of the video were recorded, with one containing bullet-screen comments and one without. Then, iMovie was used to edit the two screen recordings into a fixed clip. The major consideration is that if the participants were permitted to visit the original link to the video website, there is a great chance that the bullet-screen comments are changing every time in terms of content and amount. Therefore, it is important to ensure that every participant in the experiment group sees the same amount of comments. The edited videos were uploaded onto the survey tool and incorporated within the questionnaire.
Fig. 3. Experimental group stimulus
Fig. 4. Control group stimulus
Measurements
In order to measure the dependent variables and moderators, a multi-item scale questionnaire based on prior literature was constructed. We adopted measurement items from prior studies and adapted them to suit the context of our study to generate the current
questionnaire.
Dependent variables. The measurement for engagement of video watching was constructed based on the scale developed by Busselle and Bilandzic in 2009 and followed a
seven-point Likert response format (1"not agree at all" to 7"absolutely agree"). Since the original scale is designed to test narrative engagement, we had to adjust the questions in order to fit the present study in testing video watching. For instance, the question ‘At points, I had a hard time making sense of what was going on in the program’ as adjusted into ‘During
watching, I had a hard time making sense of what was going on in the video’. Among those original 12 items, only the most relevant 9 items were selected. The reliability test shows the engagement scale is reasonably acceptable (Cronbach’s alpha= .67). Therefore, the
engagement scale is computed by calculating the mean score of the 9 items.
In addition, we added 7 questions regarding to the content of the video, which aim to measure user engagement by testing the amount of video content that the participant is able to recall. The detailed questions are shown in the Appendix. The remembrance scale was
constructed by adding all the 7 items and the response format ranges from the lowest score 0 to the highest score 7.
The enjoyment of video watching was based on the scale developed by
Chinchanachokchai, Duff, and Sar in 2015 and adapted into a seven-point Likert response format (1"not agree at all" to 7"vabsolutely agree"). The scale consists of 3 questions, which are how much do you like about this video, how much do you find this video is interesting and how much do you find this video is pleasant to watch. The reliability test shows the
enjoyment scale is very reliable and can be used to measure user’s enjoyment with video watching (Cronbach’s alpha= .96).
Moderators. The motivation for media use was measured with the scale developed by Al-Menayes (2015). Twelve questions were selected from the original scale. The motivations that we decided to measure are relaxing entertainment motive, information seeking motive and personal utility motive. All these measures followed a seven-point Likert
response format (1"not agree at all" to 7 "absolutely agree"). The reliability tests show that all the scales are reliable in testing the target motivation.
Cronbach’s alpha Relaxing entertainment motive .86
Information seeking motive .90 Personal utility motive .90
As for bullet-screen comments experience, participants were asked to indicate
whether they have seen bullet-screen comment previously ("Yes" or "No"). The variable was computed into a dummy variable and consists of two categories 0= no experience, 1= had experience.
Lastly, we measured gender and age as control variables and asked the participants what is the highest degree do you obtain?. As the online experiment is conducted in China, all the measured items were translated into Chinese.
Data Analysis and Results
Hypothesis Testing
H1. In order to test whether the presence of bullet-screen comments has a positive impact on user’s engagement with the video, an independent-sample t-test was conducted. The result shows that there is no significant impact of bullet-screen comments on user’s engagement with video watching. Participants who were exposed to the bullet-screen comments (M= 5.42, SD= .79) did not experience greater engagement with the video than those who do not (M= 5.41, SD= .80), t(80)= -.008, p= .994, 95% CI [-.35, .35]. Furthermore, we tested whether the experiment group scored higher than the control group on content
remembrance scale. The result shows that participants who were exposed to the bullet-screen comments (M= 3.48, SD= 1.62) did not recall more video content than those who do not (M= 2.98, SD= 1.62), t(80)= .17, P= .166, 95% CI [-1.21, .21]. Therefore, H1 was rejected.
H2. To assess whether the presence of bullet-screen comments increases user’s video enjoyment, another independent-sample t-test was conducted. The result shows that
participants who expose to the bullet-screen comments (M= 4.48, SD= 1.75) did not experience greater enjoyment with the video than those who do not (M= 4.79, SD= 1.67), t(80)= .82, P= .413, 95% CI [-.44, 1.06]. Therefore, H2 is not confirmed.
H3. In order to assess whether user’s previous experience with bullet-screen comment has a moderation effects on the relationship between bullet-screen viewing and engagement, we will conduct a two-way ANOVA. The finding shows that there is no significant
interaction effect between bullet-screen exposure and previous bullet-screen experience on user’s engagement, F (1, 78)= .86, p=.36. In other words, it means as a result of bullet-screen video watching the higher engagement is not greater for participants who have previous experience with bullet-screen comment than those who do not. H3 is rejected.
H4. To test whether the information motive has a moderation effect on the
relationship between bullet-screen comments exposure and user’s enjoyment, we conducted a regression analysis using the variables exposure to bullet-screen comment and the scale of information seeking motive. In addition, a new variable was computed by multiplying these two variables in order to test the moderation effect between them.
The result shows that the model as a whole is significant, F (4, 81)= 4.70 , p= .002. Therefore, the regression model can be used to predict user’s enjoyment in media use, and the strength of prediction is relatively good: 19.4% of variance can be predicted (adj. R2= .19). However, according to the regression model only the independent variable relaxing
It means for each additional unit on the scale of relaxing entertainment motive the level of user enjoyment increased by .56. However, the information seeking motive (b= -.10, t= -.57, p= .571.) and personal utility motive (b= .085, t= .65, p= .517.) showed no significant prediction in user’s enjoyment with the video. In other words, the higher enjoyment as a result of bullet-screen video watching is not greater for participants who have information seeking motive than those who do not. Therefore, H4 is rejected.
Conclusion and Discussion
This study is an effort in examining the impact of exposure to bullet-screen comments on viewing experience, which aims to obtain a better understanding about media use and user experience. An online experiment among Chinese participants was conducted to test our hypotheses. Unfortunately, none of research hypotheses were supported with empirical data. In the following paragraphs, we will give a discussion about the results and their implications for future researches.
The first two hypotheses predicted that watching bullet-screen video would lead to higher engagement and enjoyment, but the data collected shows no significant results found to support these two hypotheses. One possible reason is attributed to the research method that used in collecting data. Admittedly, considering the practical limitations an online experiment would be the most efficient method to collect data. But doing an online experiment increases the risk that the data collect might be contaminated if the experiment conditions are not under surveillance. As reported by the participants, they attempted to watch the video multiple times in order to answer the remembrance scale correctly. In this case, the manipulation of bullet-screen comments inherently becomes not the only factor that impacts on user’s experience. People’s scores on engagement and enjoymentmight be influenced by their repeated watching of the video instead of exposing to the bullet-screen comments. In addition to this, distraction from the environment is also possible to contaminate the data. The
researcher is not able to ensure whether the participants delicate their full attentions to the stimulus when an experiment is conducted from distance. It is possible that participants are distracted by the environment where they are physically in. In the future studies, if the study wants to establish causal relationships, a laboratory experiment is more preferred as the researcher can ensure the participants are situates in the identical condition and only the independent variables are manipulated.
Moreover, the modality limitations are also potential reasons that lead to the nonsignificant results. The current study uses a self-report method to measure user’s engagement and enjoyment during video watching. Participants needs to answer the
questionnaire based on their subjective memory and judgment, which might cause a response bias. In the future studies, more objective data collection methods should be adopted, such as using the MRI machine to examine the real-time brain changes.
As for the moderation effects, the data analysis shows nonsignificant results, which can be attributed to the following aspects. As mentioned before, there are a great number of factors that have the potential to influence user experience. In the current study, we only studied two aspects, bullet-screen experience and media use motivation, which are proved not sufficient to predict the expected outcome. Even though, In the future studies, researchers should consider other possible influences that moderate the relationship, such as the digital device used for video watching and the participant’s mood.
More importantly, the preference for the video content seems to be the largest factor in influencing the outcome, both engagement and enjoyment. As stated before, this study only focuses on the process gratification since the influencer that we are interested in is the presence of bullet-screen comment. However, content gratification that can be obtained from the video content also played an important role in user experience with the watching. A certain number of participants indicated that the cooking video is not attractive to them and
they are not interested in this type of video. In the future study, the content gratification should also be considered.
In addition, the information seeking motive did not show a significant moderation effect on the relationship between user enjoyment and bullet-screen exposure, but the relaxing entertainment motive did. This is probably because the viewer did not consider the bullet-screen as comments that could obtain extra information from, therefore the information seeking motive is not gratified.
In conclusion, this study uses the bullet-screen comments as the research subject to understand the underline process of user’s media experience. Even though the results were not significant, the study has its importance in suggesting the future study on not only the bullet-screen comments but also on social viewing, co-experience and multitasking.
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Appendix
Have you watched the full video? a. Yes
b. No
Does your video contain bullet-screen comments? a. Yes
b. No
Remembrance of video content
1. 视频中，香蕉炸完后撒上了什么？(In the video, what did the speaker add to the fried banana?)
a. 盐 (salt) b. 糖 (sugar)
c. 胡椒 (black pepper)
d. 不记得了(I don’t remember)
2. 视频中，制作辣椒水的材料包括？(In the video, what ingredients were used to make the spicy water?)
a. 香辣酱，酱油，水，孜然 (spicy sauce, soy, water and cumin) b. 香辣酱，盐，水，孜然 (spicy sauce, salt, water and cumin)
c. 香辣酱，醋，酱油，味精 (spicy sauce, vinegar, cumin and aginomoto) d. 不记得了(I don’t remember)
3. 视频中，制作面糊的低筋面粉与土豆淀粉的配比是？(In the video, what is the ratio of low gluten flour and potato starch to prepare flour batter?)
a. 8:2 b. 4:1 c. 5:2
d. 不记得了(I don’t remember)
4. 视频中，腌渍鸡胸肉时所使用的调料是？(In the video, what ingredients were used to pickle chicken breast?)
a. 盐和料酒 (salt and cooking wine) b. 酱油和料酒 (soy and cooking wine) c. 盐和醋 (salt and vinegar)
5. 视频中，鸡翅需炸几分钟？(In the video, how long have the chicken wings been fried?)
a. 3 分钟 (3 minutes) b. 5 分钟(5 minutes) c. 7 分钟(7 minutes)
d. 不记得了(I don’t remember)
6. 视频中，鸡胸肉一共需要炸几次？(In the video, how many time was the chicken breast fried?)
a. 6 次 (6 times) b. 9 次 (9 times) c. 3 次 (3 times)
d. 不记得了(I don’t remember) Media engagement
Please indicate to what extent you agree on the following statement: (from “1” the most disagree to “7” the most agree)
1. During watching, I had a hard time making sense of what was going on in the video. 2. My understanding of the speaker is unclear
3. I had a hard time recognizing the thread of the video content. 4. I found my mind wandering while the video was on.
5. While the video was on I found myself thinking about other things. 6. I had a hard time keeping my mind on the video.
7. During the video, my body was in front of the screen, but my mind was inside the world where the video shows.
8. The video created a new space, and then that space suddenly disappeared when the video ended.
9. At times during watching, the world created by the video was closer to me than the real world.
10. The video affected me emotionally.
11. During the video, when a main character succeeded, I felt happy, and when they suffered in some way, I felt sad.
12. I felt sorry for some of the characters in the program. Media enjoyment
Please indicate to what extent you agree on the following statement: (from “1” the most disagree to “7” the most agree)
1. I like this video
3. I found this video is pleasant to watch Bullet-screen comments experience
Have you ever watched a video that contains bullet-screen comments? a. Yes
b. No
Motives for media use
Please indicate to what extent you agree on the following statement: (from “1” the most disagree to “7” the most agree)
1. I watch online videos to kill time.
2. I watch online videos when I have nothing else to do. 3. I watch online videos to occupy my time.
4. I watch online videos because it entertains me. 5. I watch online videos because I enjoy using it. 6. I watch online videos to get free information. 7. I watch online videos to search for information.
8. I watch online videos to know what’s going on in the world. 9. I watch online videos to join conversations.
10. I watch online videos to join groups.
11. I watch online videos because I enjoy answering questions. 12. I watch online videos to listen to other’s opinion.
Demographics
1. What is your age? _______ 2. Gender:
a. Male b. Female
3. What is your highest education? a. Middle school and below b. High school
c. Bachelor d. Postgraduates e. PHD and above
