Co-creating Focus: The Formation, Maintenance, and Reflection of the Study Live Streaming Field—An Investigation of Gen Z Users on Bilibili

Xinyan Nie, Linger Ding
(School of Humanities, Huzhou Normal University, Huzhou, Zhejiang 313000)

Abstract:
Purpose: This study examines the construction and engagement mechanisms of the study live streaming field to reveal hidden issues within study streaming amid deep mediatization, reflect on potential challenges of online autonomous learning, and provide pathways for the healthy development of mediatized and socialized learning among youth groups. Method: Based on field theory, we conducted in-depth interviews and participant observation with study streaming UP主, users, and live streaming rooms on Bilibili. Results: The formation of the study streaming field relies on platforms, UP主, and users investing their respective advantageous capitals to achieve a supply-demand balance centered on focus. The maintenance of the study streaming field depends on actors within the field establishing three habitual strategies—"clocking in," "joining groups," and "huddling together"—to sustain focus, thereby accomplishing recognition of external gaze, compliance with field rules, strengthening of weak ties, and provision of emotional and affective support. Conclusion: Mediatized learning represented by study streaming faces issues including traffic-oriented competition for attention, distraction of focus caused by excessive sensory stimulation, over-pursuit of quantifiable selfhood, and audience commodification resulting from the capitalization of attention. This paper proposes improvement pathways from the three perspectives of users, UP主, and platforms.

Keywords: study live streaming; field; mediatized learning; Gen Z

Study streaming, also known as "learning companionship," is an immersive learning format based on internet video platforms. Regarding the understanding of study streaming's essence, there is already academic consensus—it is an online learning ritualized space and media landscape created by the online learning practices of different actors [1]. As study streaming gradually becomes a virtual scaffolding for focus formation, we must pay attention to the driving mechanisms behind this phenomenon. From Bourdieu's analytical perspective on society, the study streaming space can be regarded as a virtual field relying on internet space, where different individuals occupy different positions. These positions are determined by the capital they possess, while simultaneously influencing their control over capital [2]. Using field theory as an analytical framework and examining the space from the perspective of individual relationships within the study streaming field helps us deeply understand the different behaviors and motivations produced by various actors in the field under the guidance of different habitus, positions, capital, and strategies, thereby outlining the internal mechanisms of how streamers and users contribute to, stimulate, compete for, and long-term sustain the core capital of "attention." To better respond to the question raised at the beginning of this paper, this study selects Gen Z, a deep user group of study streaming, as the research object, uses Bilibili, a platform where study streaming is relatively active, as the research site, and employs participant observation and in-depth interviews to focus on exploring the construction and engagement mechanisms of the study streaming field, thereby revealing hidden issues within study streaming against the backdrop of deep mediatization, reflecting on potential challenges of online autonomous learning, and providing pathways for the healthy development of mediatized and socialized learning among youth groups.

1. Research Objects and Methods

The interaction among actors forms the foundation of the new study streaming field. The research objects of this paper are Gen Z study streaming users born after 1995. Through investigation of study streaming on Bilibili, it can be found that current study streaming spaces are mainly presented in several ways: companion type with the streamer appearing on camera, online study rooms based on OBS streaming, and learning imagination space type.

To comprehensively understand the formation and continuous operation mechanisms of the study streaming field, this study selected the period from October 2023 to February 2024, when various examinations are relatively concentrated, and employed network participant observation and in-depth interview methods. Using follower count and viewership as criteria, we browsed and screened different styles of study streaming rooms on Bilibili, ultimately selecting three live streaming rooms—"Fanfan and Xiong," "Wandering Little Scholar in Jianghu," and "LofiGirl"—as representatives of three types of study streaming on Bilibili for focused participation. During this period, we recruited 5 interviewees (A01-A05) from the three key participating live streaming rooms, and using the criterion of "participating in study streaming for more than 20 hours per week," recruited 10 deep users of Bilibili study streaming through posting notes and posts on social media platforms, including 7 study streaming users (A06-A12), 2 streamers (A13, A14), and 1 study streaming room customer service representative (A15). We conducted semi-structured interviews with 15 respondents via WeChat voice calls. All interviewees were aged between 18 and 25, with identities and occupations covering undergraduate students, graduate students, company employees, full-time test preparers, and self-media entrepreneurs. Interview durations ranged from 30 to 100 minutes. Following the ethical principle of informed consent, we recorded the interviews, transcribed them into text, and formed qualitative research data.

2. Formation and Maintenance of the Bilibili Study Streaming Field

Bourdieu proposed the concepts of "field," "capital," and "habitus" to explain practice and social construction, arguing that the driving force behind field operation and transformation lies in "the distance, gap, and asymmetrical relationships between its structural forms and various forces within the field" [3]. Actors in the field compete or cooperate around "capital" such as cultural, social, economic, and symbolic capital. "Habitus" refers to the adaptive rules and experience in responding to challenges formed by actors through long-term social practice. Thus, the practice of actors in the field results from the interaction of factors such as capital, habitus, power, structure, and action strategies [4]. As a typical internet media practice, study streaming involves multiple actors, which compels us to examine the formation and maintenance logic of this network-based virtual learning field from a relational perspective, and further consider and reflect on the influence and penetration of modern media technology on learning behavior.

2.1 Formation of the Study Streaming Field: Supply-Demand Collaboration in Manufacturing Focus

In field theory, the attributes and quantity of capital determine the formation of a field and its logic of competition or collaboration. With the development of media technology, various forces such as new media and network platforms, as "new entrants," have penetrated traditional learning scenarios. Analyzing the main capital composition and interaction of the platform, streamer, and user fields around "focus" forms the basis for understanding how interactions among different actors create the new study streaming field.

2.1.1 Traffic and Community: Commercial Capital Provided by the Platform

In network information technology, "traffic" describes metrics such as the number of users visiting a website and the number of pages they browse. Data shows that as a comprehensive video community where China's young generation is highly concentrated, Bilibili has over 100 million daily active users. By the end of 2022, users studying on Bilibili reached 190 million, making it one of the largest online learning platforms in China. Therefore, from the perspective of "traffic" as commercial capital, Bilibili can attract study streaming streamers. "I initially used Tencent Meeting for study live streaming, but later I synchronized my Tencent Meeting live stream to Bilibili because Bilibili has many young users, and many people would come to watch." (A13, streamer) The reason lies in Bilibili's development of growth-oriented, high-quality interest circles, as well as its cultivation of highly active, highly connected, and highly interactive social relationship networks and ecological communities, which build a traffic moat for the platform.

In social science research, "traffic" refers to all communal interactive relationships in society [5]. One of the significant functions of internet platforms is to help users "gather like with like" [6], creating different community resources through content to promote effective information flow. According to Bilibili's data disclosure: In 2023, Bilibili's mainstream users are the core of Gen Z—university students, with over 82% of students from 985 and 211 universities using Bilibili [7]. "I'm not a professional UP主. Bilibili is my main website for learning and entertainment, so my study live streaming is also here. My full-time test preparation study streaming has attracted some fans, including those from 985 and 211 schools, and everyone has relatively high quality." (A14, streamer, full-time postgraduate entrance exam preparer) Bilibili's attraction, aggregation, and cultivation of young, high-quality user communities also provide high-quality traffic support for study streaming UP主 account operations.

2.1.2 Content and Style: Cultural Capital Displayed by UP主

Cultural capital refers to the knowledge-, education-, and culture-related capital possessed by individuals or groups, manifested in three forms: embodied cultural capital, objectified cultural capital, and institutionalized cultural capital. It is the dominant capital in the educational field [8]. As a new scene formed under media influence, cultural capital is the main factor enabling the formation and operation of the study streaming field. The display and sharing of embodied, objectified, and institutionalized cultural capital by study streaming UP主 create the content and style of the study streaming field, thereby constructing their own discourse power and influence within the field.

Embodied cultural capital is the persona label that study streaming UP主 attach to themselves. The knowledge, cultivation, skills, taste, and other embodied cultural capital accumulated and embedded within individuals during their education process typically appear in the form of "persona labels" that reflect relevant learning content, fields, and levels, thereby attracting user attention and sustained participation. Through participation in and observation of three study streaming rooms, it can be found that study streaming UP主 usually display text content that can demonstrate their knowledge, abilities, and levels, such as "985 undergraduate graduate" or "cross-three success," on the live streaming screen, comment section, and their personal homepage profiles. In Bourdieu's elaboration on cultural capital, he argues that due to differences in social status and cultural environment, different actors are in unequal positions in the process of acquiring embodied cultural capital. Therefore, study streaming UP主's display of unique embodied cultural capital has a significant effect on attracting users. "The UP主 I often watch is from a 985 school. He uses many software, websites, and methods in his study streaming, and I've also gained a lot of new knowledge." (A09, junior student) "Because of Bilibili's search mechanism, writing your advantages or abilities in the live streaming room's name and profile makes it easier to be found by like-minded people." (A14, streamer, full-time postgraduate entrance exam preparer)

Objectified cultural capital is the attention reward provided by study streaming UP主. Based on and guided by embodied cultural capital, study streaming UP主 create or disseminate objectified cultural capital in material and information forms, such as books, learning materials, and software. Obtaining this content is the main purpose of users participating in study streaming, and the acquisition of this content is usually exchanged for a certain duration of attention or participation. "Following study streaming allows me to obtain study materials organized by the UP主, which can reduce my learning burden." (A12, working postgraduate entrance exam preparer) "Following the live streaming room and privately messaging the UP主 allows me to get free cloud links to all music." (A01, junior student)

Institutionalized cultural capital is the ability endorsement for study streaming UP主. Embodied cultural capital is usually mutually corroborated with institutionalized cultural capital. During the study streaming process, UP主 typically display institutionalized cultural capital such as educational background, certificates, and profession in the live streaming screen or dynamics to corroborate their abilities and professionalism and build a trust foundation for communication within the field. "The UP主 displays various transcripts and scholarship certificates in account dynamics, which makes me feel he is diligent and hardworking." (A03, senior student) "The UP主 shares exam-related content in dynamics, and I think he is very professional." (A10, senior student)

2.1.3 Attention and Monetization: Economic Capital Invested by Users

Bourdieu believed that economic capital, cultural capital, and social capital can be converted to each other to a limited extent. For study streaming, economic capital is users' attention, which is the foundation for generating economic value and monetization in this field. In a network society with explosive information growth, attention has become a scarce resource, and the holder of this capital is precisely the other subject in the formation of the study streaming field—the user.

Users' attention is the main economic capital in the study streaming field. As a typical product of the "attention economy," Bilibili's comprehensive ranking and push mechanism for the "Knowledge" section live streaming demonstrates the impact of users' attention investment on the "visibility" of study streaming rooms and UP主 platforms through "data performance" composed of follower count, like count, play count, bullet comment count, coin count, collection count, etc. [9]. Additionally, as digital natives, Gen Z generally possesses high media literacy and understands how to use recommendation algorithm mechanisms to "train" their own Bilibili recommendation lists. For users, behaviors such as viewing duration, liking, commenting, and tipping aim to "train" recommendations that match their interests and needs. "Of course I will follow the UP主 I regularly watch. If I don't, I won't be able to find them next time I want to watch." (A02, first-year graduate student) This shows that against the backdrop of increasingly strengthened control over one's own attention, users' attention is not only an important resource competed for by study streaming UP主 but also a fundamental element for the formation and operation of the study streaming field.

Attention monetization is the foundation of capital conversion within the study streaming field. All conversions between various types of capital in the study streaming field are based on attention. First, users' attention achieves monetization through virtual currency. In the study streaming field, based on sufficient interaction between commercial capital and cultural capital, platforms, UP主, and users reach consensus on supply-demand collaboration around focus, promoting the conversion of attention capital held by users into real capital: users purchase the platform's virtual currency through recharging, then exchange it for virtual gifts of varying values to "tip" UP主 as a sign of support and affirmation. "I will give coins to the UP主 because he creates a good learning atmosphere. Wouldn't you also have to pay to find an offline study room that meets your requirements?" (A11, unemployed test preparer) According to a certain proportion, platforms and UP主 can cash out virtual gifts into real currency. For platforms, the share from virtual gift cash-outs can cover service expenses such as platform operation and traffic provision; for UP主, attention monetization realizes the conversion of their own cultural capital into economic capital within the field, which to some extent stimulates the further release of their cultural capital and promotes the formation of a positive cycle in Bilibili's study streaming field. "I'm not a professional streamer and don't expect tips. I feel embarrassed receiving gifts. What I can do is increase information output. Currently, I've organized a lot of test preparation experience to give back to those who support me." (A14, streamer, full-time postgraduate entrance exam preparer) Second, users' attention transitions to cultural capital. Study streaming users achieve learning goals through attention investment in the consensus manufacturing with UP主 and platforms, realizing the conversion of economic capital into cultural capital. "Imitating the UP主's learning methods helped me achieve ideal results." (A08, senior student)

2.2 Maintenance of the Study Streaming Field: Interactive Strategies and Games for Sustaining Focus

For some Gen Z learners, offline space study still requires study streaming to create atmosphere and generate pressure. "When the dormitory is very noisy, I follow live streaming to block out interference when studying. When I'm alone in the dormitory, I also turn on live streaming when studying. It's not comfortable when it's too quiet." (A05, sophomore student) When elaborating his "practical philosophy," Bourdieu proposed that the chips in a field are the accumulation of capital, which both accompanies the field's process and is simultaneously the field's product [10]. Therefore, in the cycle formed by capital investment, accumulation, and exchange, rules, behaviors, and value orientations that are tacitly recognized and followed by various actors will emerge to maintain the existence and development of this cycle. Consequently, it is necessary to examine the maintenance of the study streaming field from the perspective of norms and strategies, and interpret the significance of study streaming for the existence of various actors.

2.2.1 "Clocking In": Recognition of External Gaze and Compliance with Field Rules

The field constructs habitus, which is a set of shared behavioral norms and value orientations followed by different actors in the field. The formation of behavioral norms and value orientations in the study streaming field is based on the self-evident creeds adhered to by users and UP主, such as "self-improvement" and "saving time." Through the form of internet live streaming, the learning process originally situated in the "backstage" is transferred to the "frontstage," mutually granting the right to watch and be watched, thereby turning external gaze into a "technology" for manufacturing focus. For those UP主 who use Bilibili as a secondary live streaming platform for study streaming, this measure enables the "cloud study room" to accept "dual gaze" based on participatory mutual supervision and from the streaming platform.

Through the internet, study streaming UP主 and participants thousands of miles apart achieve co-presence. Typically, UP主 "go live" at fixed times and send live room rules and participation passwords in the comment section, which completes the "clocking in." "Our live streaming is synchronized with university class schedules every time. At the beginning, we will prompt that if you don't turn on your camera more than three times, we will no longer send the meeting password." (A13, streamer) "I use passwords to make everyone recognize the rules. If there are violations, I will give reminders but won't kick people out." (A14, streamer, full-time postgraduate entrance exam preparer) After users enter the live streaming room, by sending comments identical to the UP主's password, they confirm their permission for external gaze and compliance with live streaming rules. Correspondingly, when ending the live stream, UP主 and users also end the display of their mirrored bodies through similar "clocking in" behaviors such as learning duration screenshots and passwords, thereby announcing the cessation of gaze acceptance. As one of the habitus formed through the operation of the study streaming field, study streaming participants, through the repetition of "clocking in," accept mutual and external gaze while establishing and complying with rules. Through discipline, they complete the transformation of external truth creeds into their own behavioral styles, thereby shaping themselves into highly self-disciplined modern subjects.

2.2.2 "Joining Groups": Cross-Platform Social Migration Against Weak Ties

The immediacy of live streaming and the anonymous social characteristics of Bilibili determine the weak-tie nature of study streaming. On the basis of these weak ties, the display of learning status by both UP主 and users exhibits the characteristics of stranger social interaction—performance—which creates the spectacularization of Bilibili study streaming. However, through participant observation of several stably operating study streaming rooms, it was found that the behavioral strategy of "joining WeChat groups" migrates and strengthens the weak ties generated in Bilibili study streaming across platforms. Group clustering is human nature [11]. In the social environment of a "semi-acquaintance" society, WeChat groups, with their strong-tie attributes and functional architecture adapted to "semi-acquaintance" relationship development, have become important social platforms for maintaining the study streaming field.

For UP主, first, WeChat groups are excellent platforms for curating personal cultural capital. WeChat Moments can permanently display UP主's personal cultural capital, forming corroborative interaction with the cultural capital presented in live streaming. "Once I saw a photo in the UP主's Moments. He had so many English books in his bookcase. No wonder his English is so good." (A05, sophomore student) Second, WeChat groups to some extent overcome the problem that live streaming struggles to maintain deep interpersonal communication, strengthening the weak-tie social relationships established in study streaming and playing a certain role in maintaining order in the study streaming field. "After each live stream, I can find the UP主 in the group with the screenshot of clocking out to get the cloud link for materials." (A12, working postgraduate entrance exam preparer) "After having the WeChat group, casual chat in the live streaming room has decreased. If there are problems, they are discussed in the group." (A14, streamer, full-time postgraduate entrance exam preparer) Finally, WeChat groups provide an extra-field channel for the conversion between economic, cultural, and social capital in Bilibili study streaming. "The platform has thresholds and commissions for cashing out. Every time we live stream, we tell people in the group not to tip on Bilibili but to buy things from the WeChat store. But we dare not show information about the WeChat group during live streaming. We can only express it very implicitly." (A15, live streaming assistant manager) For users, as the mutual benefit of modern social interaction strengthens, efficiency and precision are core elements for measuring social value. Joining WeChat groups can realize the added value brought by Bilibili study streaming beyond focus formation—social connections. "I tipped my favorite UP主, and she forwarded my WeChat to a senior student at my target school." (A08, senior student) Within WeChat groups, "semi-acquaintance" social interaction, through partial disclosure of real identities and the exchange and flow of social capital represented by "connections," enhances mutual recognition of group members' identities. The confirmation of "insider" identity, to a certain extent, influences communication and exchange among actors within the field after "going live."

2.2.3 "Huddling Together": Bidirectional Provision of Emotional Value and Support

Beyond the primary goal of forming focus and self-discipline, the maintenance of the Bilibili study streaming field also relies on participants' desire to obtain emotional support and companionship through collective learning to offset the loneliness generated by studying alone. The group solidarity form of "huddling together" is the effect manifestation of habitual strategies such as "clocking in" and "joining groups," and is also the main presentation of emotional support in the study streaming field. "Huddling together" contributes to the maintenance of the study streaming field mainly in two aspects: First, "support." That is, when new actors enter the study streaming field and face questioning from non-group members, "insiders" can also receive positive responses through group encouragement. "When newcomers in the comment section sing a different tune, some regular study streaming followers unite to fight back." (A11, unemployed test preparer) Second, "companionship." In the study streaming field, regardless of whether they are "insiders" or not, the virtual interactive field characterized by companionship between study streaming UP主 and users can provide a shared meaning space for those who want to learn autonomously, enabling them to obtain support when the real environment is unsatisfactory [12]. "Studying for exams while working, seeing so many people in the live stream doing the same thing as me brings comfort to my heart." (A07, working postgraduate entrance exam preparer)

3. Conclusion and Reflection: Alienation of Study Streaming Under the Attention Economy and Countermeasures

In cyberspace, within fields formed through small-world network connections and reconstruction, study streaming platforms, UP主, and users achieve supply-demand balance around "focus" through investment in their respective advantageous capitals [13]. However, the study found that various actors in the study streaming field still face certain hidden concerns in the process of co-creating focus.

3.1 Scaffolding for Focus Formation or a "Placebo" Under Dataism's Sugar Coating?

The premise for the exchange of various types of capital within the study streaming field is "data." The better the "data" performance, the more likely it is to receive platform traffic support, thereby attracting more attention capital into the field. Study streaming is conducted through internet audio-visual media, and visual attention is the best way to attract users to "enter." Therefore, from the UP主 perspective, using eye-catching tactics such as "clickbait titles" and "creating gimmicks" to attract users into live streaming rooms achieves "good-looking" data, thereby obtaining an "entry ticket" for platform traffic support. "The platform will launch UP主 support plans that require official tags in live streaming titles. Actually, most of these plans have nothing to do with learning, but you have to do this if you want traffic support." (A13, streamer) Additionally, some UP主 excessively pursue creating an "immersive feeling" through technical equipment or on-site layout, which instead affects the generation of focus among participating users. "Sometimes I get attracted by the UP主's 'productivity tools' and then run to Taobao to search for the same model, which distracts me from concentrating." (A08, senior student)

From the user perspective, digital media practice behaviors such as "following study streaming" and "clocking in" are essentially the external manifestation of shared intentional beliefs through online media technology's objective quantitative monitoring of one's own behavior and potential tracking through big data analysis of social phenomena, constructing and strengthening learners' learning faith [14]. Although study streaming data can only indicate the frequency and duration of user participation, among the interviewees, most users equated it with learning effectiveness. "Being here means learning. I post my study streaming duration on Moments every week." (A09, junior student) The learning state is stripped from the subject and crafted into a data product shared among learner communities. Data itself becomes an important medium for learners' self-perception and external participation, which to some extent encourages the spectacularization of study streaming participation, loses the subjectivity of learning, and affects users' expectations and judgments of learning effectiveness.

3.2 Sanctuary for Maintaining Focus or a "Business"?

Most users' initial intention for participating in study streaming is to eliminate interference and complete learning goals in an environment without real-world supervision, thereby obtaining psychological satisfaction, which endows the study streaming field with the connotation of a "sanctuary" that shields external interference. However, this contradicts Bilibili's underlying logic of "interest-based social interaction" and the innate human nature of "group clustering." Particularly, as social relationships within the study streaming field migrate to WeChat, the strategy of "joining groups" on the one hand facilitates group identification and becomes an important way to maintain the study streaming field. On the other hand, the intervention of "semi-acquaintance" relationships introduces "human sentiment" constraints into the originally weak-tie field. "I'm always disturbed by chats and consultations in the WeChat group, but I'm too embarrassed to say anything, and my learning state actually worsens." (A06, junior student) Therefore, how to balance the relationship between "social interaction" and "focus" is one of the problems facing the healthy development of study streaming.

The intervention of "semi-acquaintance" relationships splits the Bilibili study streaming field into a "display field" based on live streaming and a "social field" based on WeChat. The incentive for field separation is the platform's setting of monetary thresholds and commissions for monetization. This measure drives the migration of attention monetization in Bilibili's study streaming field into WeChat groups, attracting the attention of commercial capital. Through UP主's KOC (Key Opinion Consumer) marketing, live streaming rooms and WeChat groups respectively complete the closed loop of product seeding and purchase monetization. The entry of commercial elements, for this relatively special form of live streaming, although accelerating and broadening the speed and channels of attention capital monetization, to some extent weakens the formation of "focus." "The keyboards and stationery that appear in study streaming are all advertisements, and you can get exclusive links for them." (A10, senior student) "There are too many soft advertisements. I don't think study live streaming is any different from regular live streaming." (A05, sophomore student)

The emergence of trending search terms such as "I'm attending university on Bilibili" and "I'm studying in the library on Bilibili" marks that internet platforms are increasingly attracting attention from groups with needs in the process of building a learning society. Mediatized learning will become a lifelong practice accompanying the entire population. To better leverage the "scaffolding" role of study streaming in building a learning society requires the collaboration of multiple actors. As digital natives of the network society, the Gen Z group has strong experience and adaptability in mediatized learning and constitutes the main user base of study streaming. They should have a rational understanding of actors, structures, and capital configurations within the study streaming field, be familiar with the habitual strategies that maintain the study streaming field, rationally view the auxiliary role of mediatized learning in self-growth and its potential hidden risks, and strengthen awareness and perception of real space [15]. For UP主, while building communities outside the live streaming room, they also need to enhance their own information management literacy, form good community culture, and balance the relationship between "social interaction" and "focus." For platforms, they should recognize the differences between study streaming and other entertainment live streaming. In terms of operational support, they should provide traffic support for high-quality companion learning live stream creators, such as recommendation spots and top placements, to increase their exposure and influence. Meanwhile, in terms of revenue model innovation, they should explore diversified cooperation, revenue models, and incentive mechanisms adapted to study streaming to provide sustainable income sources for companion learning live stream creators.

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