TITLE:
A Study on the Application and Psychological Impact of AI Short Drama Videos in Middle School English Tutorial: A Case Study from an English Tutorial Institution in Chinese Mainland
AUTHORS:
Ziyue Wei
KEYWORDS:
AI Short Drama Videos, Shadow Education, Middle School, Grounded Theory, Educational Psychology
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.14 No.9,
September
2,
2026
ABSTRACT: This study, based on interviews and grounded theory, focuses on 20 middle school English teachers in an English tutoring institution in Chinese Mainland, and systematically explores the application of AI short drama videos in middle school English tutoring and their multidimensional psychological impact on students. Through semi-structured interviews and three-level coding analysis, this study identified positive changes and potential issues in students’ classroom participation, learning outcomes, and learning attitudes after the application of AI short drama videos, and revealed the psychological mechanisms behind them. This research has found that AI short drama videos can significantly enhance the classroom participation and learning motivation of most students, but the “fun” may also cause “attention dilution effect” and “social comparison anxiety” for some introverted students, forming new psychological stress. The results of this study reveal the double-edged sword effect of technology empowering the teaching process, providing evidence-based psychological evidence for the scientific application of AI technology in educational and training institutions and differentiated teaching practices.