ArticleBMC psychology2025
How do different cognitive styles Learners deal with the bullet screen interruption in instructional videos? An eye-tracking study.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
2 citing papers in PubMed.
- Eye-Tracking-Based Evaluation of Cognitive Style and Driving Task Effects on AR-HUD Navigation Interfaces.Sensors (Basel, Switzerland) · 2026Article
- An examination of the psychological mechanisms underlying the social existence and cognitive investment of college students in an online learning environment.Frontiers in psychology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
Dense bullet screens at the top of the video screen may be disruptive. With the help of eye-tracking technology, this study explores the effects of bullet screen interruptions on instructional video learning from the perspective of different cognitive styles. Participants (N = 84) were required to complete a post-test after watching the video course "Human Body Temperature and Regulation" under a 2 (bullet-screen: bullet-screen, bullet-screen-free) × 2 (cognitive style: field-independent, field-dependent) between-subjects design. The study found that the bullet screen distracted both field-independent and field-dependent cognitive style learners' attention and increased the cognitive load of field-dependent learners. As a result, the learning outcomes of field-dependent learners with bullet screens was significantly lower than those of learners with bullet-screen-free condition, while field-independent learners did not exhibit any significant differences. These results revealed that bullet screen has a negative impact on instructional video learning outcomes for field-dependent learners, causing cognitive overload and reducing their learning outcomes, but has no impact for field-independent learners. Compared to field-dependent learners, field-independent learners can better cope with the interruption of bullet-screens in instructional videos.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.