Table 4 Perspectives on the education properties of bullet-screen interaction in medical or nursing students
From: Bullet screen in pre-clinical undergraduate pharmacology education: a survey study
Major | Number | Mean ± s.d. | P value | |
|---|---|---|---|---|
Bullet screen comments could stimulate my thinking of the course content. | Clinical medicine | 55 | 4.2 ± 0.7 | 0.01 |
Nursing | 56 | 3.8 ± 0.9 | ||
The bullet screen could help me to acquire a better understanding of the course content. | Clinical medicine | 55 | 4.1 ± 0.8 | 0.12 |
Nursing | 56 | 3.8 ± 0.9 | ||
When I wanted to give my approval for the content, I would post bullet screen comments. | Clinical medicine | 55 | 3.4 ± 1.0 | 0.61 |
Nursing | 56 | 3.5 ± 1.0 | ||
When I wanted to make additional remarks, I would post bullet screen comments. | Clinical medicine | 55 | 2.9 ± 1.1 | 0.54 |
Nursing | 56 | 2.8 ± 1.0 | ||
When I had a different idea in class, I could post bullet screen comments to express myself. | Clinical medicine | 55 | 2.9 ± 1.0 | 0.48 |
Nursing | 56 | 3.0 ± 1.1 |