Zhang He, Kang Lihong, Yang Lan
Journalism Evolution. 2025, 14(2): 68-79.
This study examines the interaction mechanism between streamers and learners in study livestreams from an emotional perspective. Study livestreams have evolved from the “Study Account” and “Study with Me” models, fostering selfdiscipline through the mechanism of sharedview surveillance and forming virtual learning communities in the digital media environment. Employing participatory observation and indepth interviews, this study analyzes how streamers and learners engage in supervisory and companionbased interactions, leveraging emotional labor to sustain the learning atmosphere, enhance motivation and shape selfdisciplined subjects through mutual gaze. The findings reveal that streamers serve as both supervisors and motivators, encouraging learners by displaying their own study processes and collectively cultivating an immersive learning environment. However, as study livestreaming becomes increasingly routinized and commercialized, streamers face the depletion of emotional labor, while some learners experience disillusionment due to unmet expectations, potentially destabilizing the emotional community. Based on these findings, this study reveals that the emotional interaction mechanism in study livestreams comprises three key dimensions: emotional autonomy, emotional reactivity, and emotional instrumentalization, and also highlights the fragility of this mechanism. Furthermore, the study cautions learners to be mindful of media dependency while using livestreams to enhance concentration. It highlights the importance of balancing selfdiscipline and emotional wellbeing to develop sustainable learning strategies.