Effects of Collaboration and Social Interaction on Academic Performance in Online Animation Education

Abstract

This study investigates the influence of collaboration and social interaction on undergraduate students' academic performance in online animation courses. Data were collected from 215 students at Qingdao Film Academy using a self-constructed questionnaire. The results indicate a significant positive correlation between students’ perceptions of collaboration and a significant negative correlation between social interaction and their academic performance in the Anatomy for Animation course. The findings suggest that collaboration enhances academic achievement in this context, while excessive social interaction may hinder it.