Transcripts
本页面提供了《屏幕那边的我们》全部五期节目的中文内容字幕和英文翻译，包括关键论点、研究背景以及采访内容整理，让所有听众都能以更便捷的方式理解播客的主题与分析。
This page provides the Chinese version transcripts and the English translations of all five episodes of Us Beyond the Screen, offering accessible insight into the project’s themes, research references, storytelling structure, and interview-based analysis.
在抖音和短视频里，我们学习、放松、表达自己，也在不知不觉中被它改变。而《屏幕那边的我们》想聊的，就是这种“被连接、也被影响”的生活。
每一期，我都会从学生的视角出发，聊聊我们与抖音、校园流行、网络表达之间的故事：从娱乐与学习的边界，到校园里的热门挑战，再到短视频带来的焦虑与自我认同。
我想用声音记录这一代学生的数字生活，关于我们怎样被短视频影响，又怎样在屏幕的另一边，找到属于自己的表达。
On Douyin and other short video platforms, we learn, relax, express ourselves, and, often without noticing, are shaped by them in return. "Us Beyond the Screen" explores this connected yet influenced way of living.
Each episode takes a student’s perspective to reflect on how short videos intertwine with campus life, culture, and identity, from the blurry line between learning and entertainment, to viral campus trends, to the anxiety and self-image shaped by digital culture.
Through sound, I want to document how our generation experiences digital life, how short videos influence who we are, and how we keep searching for authentic self-expression on the other side of the screen.
EPISODES
抖音到底在教我们学习，还是教我们摸鱼？
Is Douyin Teaching Us to Study or Teaching Us to Slack Off?
短视频的社交魔力：从手势舞到标签化
The Social Magic of Short Videos: From Hand-Dance Trends to Labeled Identities
镜头前的“我”：短视频学生时代的自我演绎
The “Me” in Front of the Camera: Self-Expression in a Short-Video Campus Culture
为什么我们总是停不下刷短视频的手？
Why Can’t We Stop Scrolling Short Videos?
在短视频里，我还是我吗？
Am I Still “Me” in the World of Short Videos?
EP01
抖音到底在教我们学习，还是教我们摸鱼？
Is Douyin Teaching Us to Study or Teaching Us to Slack Off?
内容简介：
这一期，我们聊聊学生和抖音的“双重关系”。有时候它是最轻松的娱乐方式：刷舞蹈挑战、搞笑视频、解压段子；有时候它却又成了学习工具：考研技巧、英语口语、技能分享应有尽有。那么，当我们说“刷抖音学习”，到底是真学，还是一种心理安慰？
Episode Description:
In this episode, I examine students' complex relationship with Douyin. For some, it’s the easiest way to relax, scrolling through dance challenges, funny clips, and cute pets. For others, it’s become an unexpected learning tool, filled with study tips, English lessons, and skill-sharing videos. So, when we say we’re “learning on Douyin,” are we actually learning something, or just comforting ourselves?
嗨，我是每天都在想方设法和抖音保持微妙距离的Nora。
在这个系列里，我会带大家一起聊聊数字媒体，尤其是抖音，和我们学生的生活、文化之间的关系。今天的第一期，我们就从一个最贴近日常的问题开始：抖音到底在教我们学习，还是在教我们摸鱼？
Hi, I’m Nora, someone who’s constantly trying to maintain a delicate balance with Douyin.
In this series, we’ll talk about how digital media, especially, shapes our student life and culture.
Today, let’s start with a simple question: Is Douyin helping us study, or teaching us how to procrastinate?
第一部分：抖音的娱乐功能
对很多学生来说，抖音首先是一个放松的地方。
下课后走出教室、晚自习回宿舍、吃饭时、甚至洗完澡钻进被窝，只要拿出手机，打开抖音，心情就会瞬间切换到“休闲模式”。
你可能对自己说：“就刷几分钟放松一下。”
但我们都知道那是最经典的自欺欺人。
几分钟后，你已经笑着看完了搞笑段子、跟着舞蹈挑战哼起BGM、又被一个“治愈系猫猫狗狗”的视频拯救了一天的心情。
为什么它这么让人停不下来？一个关键词：算法。
抖音的推荐系统像一个无声的心理学家，它分析你停留的时间、点赞的频率、甚至哪种视频能让你多看两秒。
于是每次你往下滑，都是一个更精准、更“懂你”的推送。
有时候你觉得自己在选择看的视频内容，其实是算法在选给你看什么。
比如说你正在准备考研，它知道你累了、知道你想逃避学习，于是推来一条“考研人深夜emo”的视频，让你一边笑、一边又共鸣。
我有一次在图书馆写论文，给了自己五分钟的休息时间打开抖音，先看到猫咪睡觉的小视频，接着是“怎么写论文标题更高级”的教程，再下一条，是学姐吐槽“拖延症如何毁掉一个学生”的短剧。那一刻我意识到，它真的太懂学生了。
而且这种“懂”不是被动的。抖音的内容生态本身就轻松、搞笑、容易共鸣。它让你觉得娱乐随手可得，在无数十几秒的视频里，你得到一点放松、一些笑点、偶尔还有点“被理解的感觉”。
就像有人说的：“每次划屏幕，就像抽了一次盲盒。” 你永远不知道下一条是什么，但你永远想再看一条。
娱乐本身没有错，它确实帮我们释放压力、获得情绪能量。但当这种轻松感变成“自动习惯”，它也在悄悄重塑我们的注意力。
Part 1: Douyin as an Entertainment Space
For many students, Douyin is primarily a space for relaxation.
After class, before bed, or during meals, opening the app instantly switches your brain to “rest mode.”
You tell yourself, “Just five minutes,” but we all know that’s the classic lie.
Five minutes later, you’ve already laughed at a meme, hummed along to a trending dance, and smiled at a video of a sleepy cat.
Why is it so addictive? One word: algorithm.
Douyin’s recommendation system is like a silent psychologist.
It studies how long you pause, what you like, and what keeps your eyes glued for two more seconds.
It feels like the app knows you better than you know yourself.
Sometimes, you think you’re choosing what to watch, but in reality, the algorithm is choosing for you.
It knows when you’re tired of studying, when you need distraction, and when to show you a “study motivation” clip to keep you scrolling.
Entertainment itself isn’t the problem—it helps us decompress.
But when it becomes an automatic habit, it quietly reshapes how we focus and how we spend our time.
第二部分：抖音的学习功能
可与此同时，越来越多的学生发现，抖音不仅能让人放松，有时候，它也能成为学习工具。
你或许刷到过这样的内容：“考研政治十分钟速记”，还有“四六级听力满分技巧”，这些视频内容短、直接、节奏快。一条视频30秒到一分钟，讲清一个知识点，甚至配字幕和例句。
对习惯碎片化内容的学生来说，这样的学习方式既高效又轻松。
我曾经看到有人在评论区说：“我看一个视频学会的东西，比听一节课还印象深刻。”
这类视频的魅力在于：它让学习变得像娱乐一样容易入口。不用准备，不用打开厚厚的笔记本，滑到一条有用的视频，就能“顺手学点东西”。
有同学会专门建学习号——每天分享笔记、打卡早起、记录复习进度。甚至一些同学为了监督自己复习学习会开设直播间。这些视频成了新的学习动力：别人都在努力，你也不想落下。那种氛围会让人觉得有人和自己在一起奋斗。
这其实揭示了一个新的学习现象：学习不再是孤独的。抖音上的“学习区”给了学生一种“集体同行”的错觉，就算在宿舍一个人，也能看到成千上万的人在同样奋斗。
但，这种“学习的幻觉”也有另一面。当知识被压缩成几十秒的“干货”，很多人以为自己学到了，其实只是在“消费学习的感觉”。
就像心理学家说的那样，“观看学习” ≠ “实际学习”。短视频提供的是一种即时满足，而不是真正的理解与吸收。
所以，当我们说“我在抖音上学习”时，有时候那更像是一种“心理安慰”。我不是不学习，我只是学习的方法不一样。
Part 2: Douyin as a Learning Tool
At the same time, more and more students are discovering that Douyin can also be a place to learn.
You might come across “10-minute political science crash courses” or “Quick tips for English listening tests.”
In just 30–60 seconds, you can grasp a concept or memorize a phrase.
For students used to fast-paced content, this feels both efficient and satisfying.
Someone in the comments once wrote, “I learned more from one short video than from an entire lecture.”
It makes studying look effortless.
Some students even create dedicated study accounts, posting daily progress, note-taking tips, or live-streaming study sessions.
Watching others work hard becomes a kind of motivation, and you don’t want to fall behind.
It creates an illusion of collective learning: even when you’re studying alone in your dorm, it feels like thousands of others are doing the same.
But this “learning illusion” has another side.
When knowledge is compressed into 30 seconds, many people think they’re learning when they’re really just consuming the feeling of learning.
As psychologists say, “Watching learning isn’t the same as actually learning.”
So, when we say “I study on Douyin,” maybe it’s partly true—but also partly emotional comfort.
第三部分：模糊的边界
娱乐和学习的界限在抖音上越来越模糊。
学习视频加上搞笑的配音、BGM、滤镜，变得像段子一样；反过来，段子视频也可能带点小知识。
比如“历史冷知识”的账号，用搞笑方式讲古代八卦；或者“美妆UP主”顺带科普护肤成分。在看似娱乐的包装下，我们其实在接受一种新的“信息教育”。
只是，这种学习是否有效、是否可持续，值得我们思考。当学习也要被包装得“好玩”，我们是否还愿意去接触那些真正需要时间、专注和努力的知识？
Part 3: The Blurred Line
The boundary between entertainment and learning is getting blurrier.
Educational videos use catchy music, humor, and filters to stay engaging, while entertainment videos often sneak in bits of knowledge.
But when even learning has to look “fun” to get attention, will we still have the patience for the slow, demanding kind of learning that takes real effort?
今天我们聊了抖音的两个面：它既是学生生活里的娱乐休闲区，也逐渐变成了一个学习空间。
娱乐和学习并不是对立的，它们在抖音上交织、融合，有时候我们分不清是在学，还是在玩。
但或许，这本身就是数字时代的常态。当知识也变成“视频内容”，当学习和娱乐都发生在同一个屏幕里，我们能做的，是更清楚地知道自己为什么点开它。
那你呢？你更常用抖音来娱乐，还是用它来学习？
欢迎在评论区或者社交媒体上分享你的想法。
下期，我们会聊聊抖音上的热门挑战和梗，它们是如何从线上走进大学校园，成为大家线下共同的文化符号。
敬请期待吧，我是Nora，我们下期再见。
Douyin has become a hybrid space, part study room, part playground.
Learning and leisure are no longer opposites; they coexist in one endless feed.
When knowledge becomes content, and entertainment becomes education, what matters is being aware of why we’re opening the app.
So, do you use Douyin more for learning or for entertainment?
Share your thoughts in the comments.
Next time, we’ll explore how viral Douyin trends make their way from screens into real campus life.
I’m Nora, see you in the next episode.
短视频的社交魔力：从手势舞到标签化
The Social Magic of Short Videos: From Hand-Dance Trends to Labeled Identities
EP02
内容简介：
为什么宿舍、食堂、操场突然都在跳同一支舞？
短视频如何成为大学生的“秘密语言”？
本期，我们请到博主：山今要开心，一起聊聊手势舞、流行梗、标签化身份，以及这些潮流背后的模因文化和焦虑心理。
快来看看，你是否也在被短视频潮水推着前行？
Episode Description:
Why do trending Douyin challenges and memes appear offline almost overnight, from dorm rooms to cafeterias?
In this episode, we look at how short videos have become the shared language of student life, blurring the lines between fun, identity, and pressure.
嗨，我是每天都在想方设法和抖音保持微妙距离的Nora。
欢迎回来！
今天我们聊一个你肯定经历过的现象：为什么抖音上突然火起来的挑战、梗、滤镜，隔天就会出现在宿舍、食堂、操场？屏幕里的趋势，怎么就变成了线下的共同语言？
今天我邀请到一位刚毕业不久、在大学期间深度参与短视频文化的博主：山今要开心。
Hi, I’m Nora, someone who’s constantly trying to maintain a delicate balance with Douyin.
Welcome back.
Today, let’s talk about something we’ve all experienced:
Why do dance challenges, filters, and memes that go viral online show up on campus the next day? How do trends on our screens turn into our real-life social language?
I also interviewed with a recent graduate, Shanjin, who actively participated in Douyin culture during college till now.
第一部分：短视频如何成为学生社交密码
你有没有这种时刻：在图书馆学习累了，手一滑就打开抖音。没几秒，就刷到一个「全校都在跳」的舞蹈；下一条又是朋友昨天分享过的搞笑视频。
第二天走在校园里，你会发现大家像被同一条视频“同步”了：有人在操场模仿手势舞，路过寝室还能听到同样的BGM在循环。
短视频最厉害的地方，就是它太容易被模仿。音乐、动作、滤镜全都准备好了，你只要拍一下，就算参与潮流。
而当你认识的人也在跟同一个潮流时，距离似乎立刻近了：
“哎你也刷到那个了吗？”
“我们一起拍一条吧。”
就这样，短视频成了学生社交的一种暗号：懂，就一起笑；不懂，就赶紧打开抖音补课。
关于这个现象，山今这样说：
“因为我感觉现在，大家很多人都刷短视频。然后刷完短视频，肯定自己也会有一些觉得精彩的或者不精彩的，就会分享给身边的朋友们，然后就会产生这种探讨。然后，短视频的内容的话，其实也比较丰富，就是各种类型的都有，所以吸引的学生也会比较多。看的多了之后，就总会有讨论，并且很多人也愿意去自己去制作一些短视频。”
短视频不仅是娱乐，更是一种“确认关系”的方式。
Part 1: Short Videos as Social Codes
Have you ever noticed that after scrolling Douyin at night, you hear the same BGM in the cafeteria the next morning?
Someone’s copying a dance challenge on the playground, and someone else is joking about the same meme you saw yesterday.
Douyin makes imitation effortless—music, filters, and gestures are all prepackaged.
Once your friends join in, it becomes a shared experience:
“Hey, you’ve seen that video too?”
“Let’s film one together!”
As Shanjin put it:
“Everyone watches short videos now. After seeing something interesting, people share it with their friends, and then you start talking about it. There are so many types of videos—it’s easy to find something everyone relates to. That’s why short videos spread so fast, and more and more people even start creating their own.”
Short videos aren’t just entertainment anymore; they’ve become a form of social connection.
第二部分：模仿、再创造与身份标签
我问山今：你发过手势舞吗？跟朋友一起录过挑战吗？她回答我：
“那肯定是发过的，内容一般就是手势舞。就是觉得那些博主拍出来很好看嘛，然后就是自己也会去拍。然后，删掉发出去的视频是因为要么就是后来自己看着觉得有点丑，不好看了，要么就是感觉流量太差了。然后，就觉得可能是不是不好看，就是会怀疑自己，所以就删了。”
这里就体现了短视频文化的特点：它让表达容易，也让在意更容易。模仿变成展示，展示变成比较，比比较形成身份认同。在短视频里，我们经常看到同学们会给自己贴上各种标签：“学习博主”“搞笑大一新生”“颜值UP主”……这些标签不仅是内容分类，更是一种自我呈现策略。它能让别人一眼知道你“是什么类型的人”，同时也方便吸引志同道合的观众。
“用大学生短视频形象来描述自己，那大概我的形象可能就是一个平常喜欢吃喝玩乐，然后特别喜欢小动物，就刷一些这种类似的视频的一个人。就是我刷的都是一些颜值比较高的，或者说比较搞笑的那种视频。我觉得发短视频对我而言，就是比如说我自己发短视频没有那么真实吧，因为会用美颜，然后包括视频拍手势舞的话，就是会装可爱，肯定也是为了展示更好的自己吧，就是能希望大家能看到我好看或者说阳光的一面。”
也就是说，通过这些标签，山今不仅塑造了自己的“短视频形象”，也让内容更容易地被特定受众发现了。因此我们就大概能够明白，标签化身份，是为了吸引特定受众，让内容被更多“精准”用户看到。
Part 2: Mimicry, Recreation, and Identity
When I asked Shanjin if she had ever joined these trends, she laughed:
“Of course! I used to film gesture dances because they looked cute. But later, I deleted some videos, either because I thought I looked bad or because they didn’t get enough views. Sometimes I started doubting myself, wondering if I just wasn’t good enough.”
This captures Douyin’s paradox: it makes self-expression easy, but it also makes self-doubt easier.
Mimicry becomes performance, performance becomes comparison, and comparison becomes identity. Many students now tag themselves as “Study Blogger,” “Funny Freshman,” or “Dorm Vlogger.” These aren’t just content labels, they’re self-presentations.
As Shanjin explained:
“If I had to describe my short-video image, I’d say I’m someone who loves food, cute animals, and fun stuff. But to be honest, it’s not that real. I use filters and try to look cheerful—it’s more about showing the better version of me.”
Through these tags, she (and many others) found a way to define themselves and attract the right audience.
第三部分：模因文化与跟风背后的不安
当然，这背后其实有一个传播学概念，叫“模因文化”。简单来说，当一个内容能被模仿、再创造并持续传播，它就具备生命力。
抖音正好提供了这样的舞台：线上模仿、线下再表演、再回到线上展示——一个循环就这样形成了。通过这个循环，短视频从“屏幕里的笑点”慢慢变成“我们共同的校园记忆”。
当短视频潮流走入校园，我们看到的不只是好玩：有些人会因为没跟上最新舞蹈挑战，聊天时插不上话，被邀请拍视频时也会显得格格不入。大家都希望被点赞、被看到、被“认同”，很容易把自己变得和别人一样。
山今谈到跟风与焦虑：
“就是我感觉，因为互联网上有很多那些博主啊，特别是女生嘛，就是都很瘦，然后就很多女生就会一味的去跟风追求这种极致、非常瘦的身材，其实会影响健康，因为有些人的减肥的方法太极端了。我觉得肯定会有人觉得会被落下，会焦虑的。”
拍视频不仅是为了“火”，更是一种和朋友一起制造“集体回忆”的方式：那段舞、那句梗，成了大家一起笑过、一起记住的瞬间。
但在这个循环里，也出现了另一层问题：我们既想被看到，又怕被评判。发视频前会问自己：“这个会不会没人看？”“我这样会不会很奇怪？”如果朋友圈展示的是“我想让你看到的我”，短视频往往展示的是“我希望所有人都喜欢的我”。
喜欢拍也好，不喜欢参与也好，我们都多少被这种节奏推着往前走。就像一股永不停息的潮水，你以为自己在水里玩，但其实是潮水在推着你走。
Part 3: Meme Culture and the Anxiety of Fitting In
In communication studies, this process is called meme culture:
When people imitate, remix, and re-perform a piece of content, it gains new life and keeps circulating.
Douyin provides the perfect stage for this loop: online imitation, offline reenactment, and back online again. Through this cycle, digital jokes become part of real campus culture.
But once these trends enter real life, they’re not all fun and games. Some students feel left out if they don’t follow the latest challenge or use the newest filter. Everyone wants to be liked, seen, and “in the loop.”
As Shanjin shared:
“There are so many influencers, especially girls, who are super thin. Lots of other girls follow that trend and try extreme ways to lose weight. Some do it because they’re scared of being left behind.”
So when we post videos, it’s not always about going viral; it’s also about belonging. These dances and memes become collective memories, small shared moments of laughter and identity.
But that same rhythm also creates pressure: We all want to stand out, without standing apart. As I often say, “If Instagram shows the version of me I want you to see, then Douyin shows the version I want everyone to like.”
Short videos make it easy to join a culture, but they also make it easy to fear being left out of it. You think you’re playing in the waves, but sometimes, it’s the waves that are pushing you forward.
所以，抖音不只是娱乐平台，它在重塑我们表达“参与”和“归属”的方式。
当一个流行梗从宿舍走到操场，也许那已经不只是模仿，而是一种我们这个时代独有的、数字化校园文化。
下期，我们会继续聊：
学生通过短视频表达自己时，他们到底在表达什么？是个性？是压力？还是在寻找一种“我是谁”的答案？
我是Nora，我们下期再见。
Douyin isn’t just shaping entertainment; it’s redefining how we connect, express, and belong.
When a viral trend moves from dorms to classrooms, it becomes more than imitation; it becomes a reflection of our digital generation.
Next time, we’ll dive into how students use Douyin to present themselves, and what that says about identity in the social media age.
I’m Nora. See you in the next episode.
EP03
镜头前的“我”：短视频学生时代的自我演绎
The “Me” in Front of the Camera: Self-Expression in a Short-Video Campus Culture
内容简介：
在短视频的镜头前，我们学会了“看自己”。
每一次拍摄、修剪、加滤镜，都是一次“重新定义我是谁”的过程。
这一期，我们聊聊学生如何在短视频里展示自己：为什么越来越多人选择以“学习博主”或“校园vlogger”的身份出现？为什么我们总会删掉“流量太差”的视频？真实与表演之间的界线，还存在吗？
在镜头的注视下，我们不断学会“演自己”，也在一次次点击“发布”与“删除”之间，寻找那个真正的“我”。
Episode Description:
In the age of short videos, we’ve all learned to “look at ourselves.” Every time we film, trim, or add a filter, we’re redefining who we are.
In this episode, I explore how students present themselves through short videos. Why are more and more people becoming “study influencers” or “campus vloggers”? Why do we keep deleting videos with low views? Does the line between authenticity and performance still exist?
Under the constant gaze of the camera, we keep learning to “perform ourselves,” and somewhere between clicking “post” and “delete,” we search for the version of ourselves that feels real.
嗨，我是每天都在想方设法和抖音保持微妙距离的Nora。
欢迎回来！
如果前两期我们聊的是短视频怎么进入学生的生活，那今天，我们要聊的，是镜头前那个更私人的问题：
当我们拍短视频时，到底是在表达真实的自己，还是在展示一个“更好”的自己？
Hi, I’m Nora, someone who’s constantly trying to maintain a delicate balance with Douyin.
Welcome back.
If the first two episodes explored how short videos enter student life, today we’ll talk about something more personal:
when we film short videos, are we expressing our real selves, or showing a “better” version of who we are?
第一部分：镜头里的“我”从什么时候开始变得重要？
在短视频时代，很多人第一次认真地“看自己”，不是照镜子，而是打开前置摄像头。
你可能只是想拍个校园vlog，记录图书馆的一天、食堂打饭的瞬间、或者某个傍晚操场的落日。可拍着拍着，你开始在意灯光够不够柔，脸是不是小了一点，滤镜要不要开强一点。
镜头里的自己越来越清晰，可也越来越像是一个“角色”。有时候，拍完视频再看回去，你会突然觉得：“这是我吗？”好像又是，又有点不是。
我采访的嘉宾，山今，也提到过类似的感觉。她说，她拍视频的时候，不一定是为了表达最真实的自己，而是希望展示一个更积极、阳光、能被大家喜欢的自己。
那一刻我特别能理解她的意思。因为我们都知道，在短视频的世界里，“被喜欢”往往比“真实”更容易被看见。这也是很多人的共同状态吧，我们学会了在镜头前定义“我是谁”，但这个“我”，也越来越依赖别人怎么看。
Part 1: When Did the “Me” in the Camera Start to Matter?
In the short-video era, many people began truly looking at themselves, not in the mirror, but through the front-facing camera.
Maybe you just wanted to record a campus vlog: a day in the library, a quick lunch in the cafeteria, or the sunset on the track after class. But as you film, you start noticing the lighting, wondering if your face looks a bit smaller, or if the filter should be a little stronger.
The image of yourself becomes clearer, yet somehow feels less like you. Sometimes, after watching your video, you wonder, “Is that really me?” It both is and isn’t.
My interviewee, Shan Jin, shared a similar feeling. She said that when she makes videos, it’s not always about showing her truest self, but about presenting a version of herself that seems more positive, sunny, and likable.
I completely understood what she meant. Because in the world of short videos, being “liked” is often more visible than being “real.” Many of us have learned to define who we are through the camera, but this “me” increasingly depends on how others see us.
第二部分：被观看的学生身份
在校园里，拍短视频已经成了学生生活的一部分。无论是迎新季的社团宣传，期末周的自习打卡，还是宿舍里的小剧场、操场上的夕阳Vlog，镜头几乎无处不在。
有的人拿起手机是为了记录，有的人是为了表达，还有的人只是随手一拍，结果却意外收获了几千个赞。
慢慢地，“被看见”成了大学生活的一种默认状态。你不一定要是“网红”，但总有某个瞬间，你会出现在别人的屏幕里。
在这样的环境下，每个学生都在用自己的方式定义“我是谁”：
有人成了“学习博主”，每天分享笔记、文具和复习技巧；有人成了“搞笑大一新生”，用夸张的演绎吐槽宿舍、社团、恋爱日常；还有人做起了“校园生活vlog”，把平凡的日子剪成光影流动的小片段。
我在采访中也问了山今一个问题：
“你怎么看‘标签化’的校园身份，比如‘学习博主’或‘校园vlog博主’？”
山今的回答：
“标签化的校园身份，我觉得这种就是为了吸引人，抓住别人的眼球的吧。为了吸引他的目标受众，他肯定会给自己贴上一个标签，这样子的话，能让他的吸引的用户更加精准。”
听完这段话，我印象特别深。因为这不只是“内容策略”，也是一种自我定位。在短视频的世界里，我们学会了“让别人更快地认识我”，但与此同时，也可能慢慢变成“那个被别人认识的我”。
“标签”带来的是曝光、是流量、是关注，但它有时候也像一面无形的墙，让我们在表达自己的同时，被框进某种“可被理解”的形象里。
Part 2: The Watched Student Identity
On campus, short videos have already become part of student life.
From club promotions during orientation week to study check-ins before finals to dorm skits or sunset vlogs after class, the camera is everywhere.
Some pick up their phones to document life, some to express themselves, and others just film for fun, only to find thousands of unexpected likes.
Gradually, being “seen” has become the default state of university life. You don’t have to be an influencer, but at some point, you will appear on someone else’s screen.
In this environment, every student defines “who I am” in their own way: some become “study vloggers,” sharing notes, stationery, and review tips; some become “funny freshmen,” turning dorm life, student clubs, and dating struggles into playful skits; others create quiet “campus vlogs,” turning ordinary days into little moving stories.
In my interview, I asked Shan Jin:
“How do you feel about these labeled campus identities, like ‘study influencer’ or ‘funny freshman’?”
She said:
“I think these labels are mostly to grab people’s attention. It’s a way to attract the right audience. By labeling yourself, you make it easier to reach your target viewers.”
Her words really stayed with me. Because that’s not just a content strategy, it’s also self-positioning. In the short-video world, we’ve learned to help others quickly recognize us, but sometimes that process turns us into the version that others recognize first.
Labels bring exposure, traffic, and attention, but they can also feel like invisible walls. While helping us express ourselves, they also box us into identities that are easily understood by others.
第三部分：展示与被展示之间
短视频给了我们一个“展示自我”的舞台，但它也在悄悄塑造着，什么样的展示才算“好看”。
很多同学都会有这样的时刻：视频刚发出去，几分钟就开始刷播放量。十分钟没动静，就开始怀疑是不是封面不够吸引人，标题是不是不够有梗。有的人甚至会删掉流量太低的视频，重新换滤镜、调节光线、改配乐，一次又一次地试图“变好看”。
我们反复琢磨角度、台词、表情，努力呈现出那个“更有趣”“更完美”的自己。久而久之，我们好像都学会了一种“表演式的自我”。拍视频变得像一场微妙的排练。我们知道怎样笑更自然、怎样走路更随性、甚至怎样摆出“无意间被拍到”的姿态。
可越是熟练，就越容易忘了最初那个拿起手机、只是想记录生活的自己。
我身边有朋友开玩笑说，“现在拍vlog都像是在拍人设，不是拍生活。”
这话听起来有点夸张，但仔细想想，确实有几分真实。我们开始选取生活中“哪一部分的我”值得被留下：阳光的我、努力的我、可爱的我、幽默的我。至于疲惫、焦虑、平凡的那些时刻，好像都不太“上镜”。
也许我们已经不再只是记录，而是在“经营”一个版本的自己——一个适合被点赞、被关注、被喜欢的自己。
短视频让表达变得更容易，却也让“自我怀疑”变得更频繁。
当点赞数、评论和播放量变成了衡量“我好不好看”的标准，我们不知不觉就开始在别人的目光里生活。
而在这一切的背后，也许我们需要重新问问自己：“当没有观众的时候，我还愿意拍下生活的样子吗？”
Part 3: Between Showing and Being Shown
Short videos give us a stage for self-expression, but they also quietly shape what kind of expression is considered “good.”
Many students have experienced this: you post a video, then keep checking the view count. After ten minutes of silence, you start wondering, is the thumbnail not catchy enough? Is the title too plain? Some even delete low-performing videos, adjust filters, change lighting, re-edit the music, and try again and again to look “better.”
We polish our smiles, angles, and lines, learning how to appear more natural, more fun, more perfect. Over time, we become skilled at performing for ourselves. Filming turns into a subtle kind of rehearsal. We know how to walk casually, how to pose as if we were “accidentally caught on camera.”
The more we master it, the easier it is to forget the moment we first picked up the phone simply to record life as it was.
A friend once joked, “Making vlogs now feels like building a persona, not documenting life.”
It sounds exaggerated, but it’s true. We start curating which parts of ourselves deserve to be shown, the cheerful me, the hardworking me, the cute or funny me. But the tired, anxious, or ordinary me rarely makes the cut.
Maybe we’re no longer just recording; we’re managing a version of ourselves, one that’s designed to be liked, followed, and praised. Short videos make self-expression easier, but they also make self-doubt more frequent.
When likes, comments, and views become the measure of how “good” we look, we slowly start living under others’ gaze.
And behind all this, maybe there’s one question worth asking again: “When there’s no audience, would I still want to record my life?”
在镜头前，我们展示着最好的自己，在镜头后，我们也在重新思考：到底哪一面，才是真实的“我”？或许，没有哪个版本是假的，只是每一个镜头，都在拼出我们生活的一部分。
那你呢？
当你拍短视频时，你在展示谁？真实的你，还是你希望别人看到的你？
欢迎在评论区或社交平台留言，聊聊你镜头前的样子。
下一期，我们会聊聊短视频的另一面：焦虑、比较，还有那种“我是不是该离开一下屏幕”的小念头。
我是Nora，我们下期见。
In front of the camera, we show our best selves. Behind it, we quietly ask: which version is the real “me”? Maybe none of them are fake; maybe each lens captures just one piece of who we are.
So what about you?
When you make short videos, who are you showing — the real you, or the one you hope others will like?
Share your thoughts in the comments or on social media.
In the next episode, we’ll talk about the other side of short videos: anxiety, comparison, and that little voice saying, “Maybe I should take a break from the screen.”
I’m Nora. See you next time.
为什么我们总是停不下刷短视频的手？
Why Can’t We Stop Scrolling Short Videos?
EP04
内容简介：
短视频让我们放松、开心、打发时间，但有时候，它也让我们感到焦虑、分心，甚至陷入无休止的刷屏循环。
这一期，我们来聊聊那个简单却很难回答的问题：
为什么我们停不下来？
是因为快乐？因为逃避？还是因为我们都在寻找某种被理解的感觉？
Episode Description:
Short videos help us relax, laugh, and pass time, but sometimes they also make us anxious, distracted, or stuck in endless scrolling.
This episode looks at a simple but difficult question:
Why can’t we stop?
Is it pleasure? Escape? Or a search for connection?
你有没有思考过，为什么我们总是停不下刷短视频的手呢？
嗨，我是每天都在想方设法和抖音保持微妙距离的Nora。
欢迎回来！
如果上一期我们聊的是“学生如何在镜头前展示自己”，
那这一期，我们要看一看镜头的另一面——焦虑、比较，还有那种“时间突然不见了”的感觉。
我们都经历过这种时刻：
打开抖音只是想放松五分钟，结果一抬头，已经过了一个小时，有时候甚至更久。
时间就像在指缝间溜走，我们明知道该停下来，却总是舍不得就滑到目前的这个视频。
Have you ever wondered why it’s so hard to stop scrolling?
Hi, I’m Nora, someone who’s constantly trying to maintain a delicate balance with Douyin.
Welcome back.
If the last episode was about how students present themselves on camera, this time we’re turning the camera around to its hidden side — the anxiety, the comparisons, and that feeling of “where did the last hour go?”
We’ve all had that moment:
You open Douyin just to relax for five minutes…and suddenly an hour is gone.
Time slips through your fingers. You know you should stop, but somehow you swipe just one more video.
第一部分：时间去哪儿了
我问山今：“你刷短视频的时候，会不会觉得时间突然不见了？”
她笑着说：
“刷短视频的时候，真的时间突然就不见了。刷着刷着，几个小时就感觉就过去了，真的就是不知不觉。”
这句话，我相信很多人都能共鸣。
短视频的节奏被设计得刚刚好，一条接着一条，每个视频都是一个小奖赏。
心理学上有个词叫“心流状态”，就是当你沉浸其中、专注又放松，但失去了时间感。只不过，这种“心流”，很多时候是算法给的。
奇妙的是，这种“失去时间”的感觉，并不一定让人不开心，反而让人觉得终于能“放空”。
只是当我们回过神来，发现“放松”的这几个小时，悄悄占据了原本属于学习、思考的时间。
Part 1: Where Does the Time Go?
I asked Shanjin: “Do you ever feel like time disappears when you’re scrolling?”
She laughed:
“Yeah, totally. Time just disappears. I’ll scroll and suddenly hours are gone. It’s really without noticing.”
I think most of us can relate.
Douyin is designed with a perfect rhythm, one after another, each one a tiny reward.
Psychology calls this a “flow state”: you’re relaxed, immersed, and lose track of time. Except this “flow”… comes from the algorithm.
Strangely, the loss of time doesn’t always feel bad. Sometimes it feels like a break, a release.
But when we snap back to reality, that “relaxation” has quietly taken over the time we meant to spend studying or thinking.
第二部分：在羡慕与憧憬之间
我还问她：“你会因为看到别人完美的生活而感到压力吗？”
她想了想，说：
“不会感到有压力，但是会有点羡慕。然后就是肯定也是希望，就是自己未来有一天能过上这样的生活吧，也会有一定的憧憬。”
她的这句话让我印象很深。
有时候，短视频带来的不只是“比较”，还有“想象”。
我们会羡慕，也会憧憬；看着别人的生活，其实也在想象自己未来可能的样子。
只是这种“羡慕”和“激励”之间的界线，很微妙。
当心情好的时候，它是动力；但当状态不好的时候，它就变成了自我怀疑。
同一个视频，有时候能让人充满希望，有时候也能让人觉得自己“不够好”。
Part 2: Between Envy and Aspiration
I asked: “Do perfect lifestyles in Douyin videos make you feel pressured?”
She thought for a moment:
“Not pressure, but definitely envy. I do hope that one day I can live like that. There’s a bit of longing.”
Her answer stayed with me.
Douyin doesn’t just trigger comparison; it sparks imagination.
We envy, yes, but we also dream.
And the line between motivation and self-doubt is very thin.
The same video can fill you with hope or make you feel “not good enough,” depending on your mood.
第三部分：注意力与“五分钟的谎言”
我问她：“你觉得短视频对你的学习效率有影响吗？有没有过那种‘明知道要关掉，但停不下来’的体验？”
她立刻笑了，说：
“嗯，对我的学习效率肯定也是有影响的。有的时候就是会想着说，哎呀，我刷5分钟，我再去学。结果一刷就刷了很长时间，肯定是有这样的体验的。”
这大概是所有学生都懂的那种“自我欺骗”吧。
“我再刷五分钟”，几乎成了现代大学生的口头禅。
短视频不只是占据了我们的时间，也分散了我们的注意力。每次我们重新开始学习，都要花好几分钟“找回状态”。
但山今也提到，短视频对她来说，也是一种放松。
“没有短视频，我的压力会变大还是变小？压力应该会变大吧？就是感觉少了一种放松的方式，因为现在很多短视频其实都挺有意思的。那种搞笑型的看完之后真的就是会很放松心情的那种感觉。”
这让我意识到一个矛盾，让我们分心的东西，有时候也是让我们喘口气的方式。
短视频既是压力的来源，也是解压的出口。
Part 3: Attention & the “Five-Minute Lie”
I asked her if Douyin affects her study efficiency. She laughed again:
“Definitely. Sometimes I say, ‘I’ll just scroll for five minutes.’ But it always becomes way longer.”
The universal student lie: “Just five more minutes.”
Douyin takes time, but it also breaks attention. Every time you return to studying, you need minutes to get your focus back.
But Shanjin also said Douyin helps her decompress:
“If I didn’t have Douyin, I think I’d be more stressed. Funny videos really relax me.”
This reveals a contradiction: the thing that distracts us is also the thing we turn to for comfort.
第四部分：逃避，还是自我修复？
最后，我问她：“你怎么看‘沉迷短视频是逃避现实’这种说法？”
她想了想，说：
“我不觉得沉迷短视频是逃避现实，因为不光有那种好笑的短视频，也有那种很激励人，让人很充满斗志，想上进的那种短视频，就比如说那种一个女孩子的减肥的那种前后的对比，就是看完那种视频的话，就会觉得好励志，我也要减肥减下来。或者就是也会刷到一些，可能本来学习成绩很一般的人，考的大学很一般，但是他后来非常刻苦，然后把自己的人生改变了，又考研又考博，最后获得了很好的工作，得到了很好的生活。这种就是我觉得还是有很大的激励性的。”
听到这段回答，我其实挺感动的。
因为短视频确实不只是“消耗”，它也能带来力量。有时候我们不是在逃避，而是在借助别人的故事，找回继续生活的勇气。
我们在别人的努力里看到可能性，在别人的故事里看到希望。
短视频之所以让人欲罢不能，也许正是因为它折射了我们的情绪——我们的欲望、我们的疲惫、我们的幻想、还有我们的期盼。
Part 4: Escape or Self-Repair?
Finally, I asked: “Do you think scrolling Douyin is a way of escaping reality?”
“I don’t think so. There are funny videos, but also ones that really motivate you — like weight-loss journeys or people who study hard and change their lives. Those inspire me.”
Her answer touched me.
Douyin isn’t only consumption, it can be empowering. Sometimes we aren’t escaping; we’re looking for courage
in someone else’s story.
Douyin reflects our emotions — our exhaustion, our desires, our hopes.
所以，也许问题不只是“上瘾”或“浪费时间”，而是我们太容易把注意力换成了一种“短暂的安慰”。
短视频就像潮水，它能推着我们沉溺，也能在某个时刻带我们到一个意想不到的岸边。
关键是，我们能不能学会“游泳”，而不是被它带着漂。
我是Nora，
谢谢收听《屏幕那边的我们》。
下一期，我们来聊聊短视频之外的“下一步”：当AI、滤镜和虚拟形象进入校园，我们的“数字身份”又会变成什么样子？
我们下期见。
Maybe the real issue isn’t “addiction” or “wasting time.”
Maybe it’s that we trade our attention for a moment of comfort.
Douyin is like a wave, it can pull us in, or occasionally wash us onto an unexpected shore.
The question is whether we can learn to swim instead of drifting along.
I’m Nora.
Thanks for listening to Screenside Us.
Next episode, we’ll talk about the future: when AI, filters, and virtual identities enter campus life, what will our “digital self” become?
See you next time.
在短视频里，我还是我吗？
Am I Still “Me” in the World of Short Videos?
EP05
内容简介：
这一期，我们来聊聊未来的数字生活：AI、滤镜、虚拟形象如何进入学生的日常。短视频只是开始，下一步会发生什么？当我们不仅在镜头前展示自己，还可能在虚拟世界中构建数字身份时，我们会如何认识自己？
本系列的最后一期，让我们一起回顾、思考，并展望数字化校园生活的下一步。
Episode Description:
In this final episode, we explore what’s next in our digital lives: AI, filters, and virtual identities are entering everyday student life. Short videos are just the beginning: what happens when we start building digital selves?
Let’s look back, reflect, and imagine the next step of digital campus culture.
短视频里的自己，和真实的你一样吗？
嗨，我是每天都在想方设法和抖音保持微妙距离的Nora。
今天我们聊聊短视频和AI将如何进一步影响校园文化，以及学生们如何在未来平衡利与弊。
这一期我们仍然会听到山今的一些看法，同时我也会分享我的一些观察和思考。与往期不同的是，我去调查了一些相关研究，希望对你的理解有好的帮助
Is the version of you in short videos the same as the real you?
Hi, I’m Nora, someone who’s constantly trying to maintain a delicate balance with Douyin.
Today, we’re discussing how Douyin culture and AI might reshape campus life, and how students can balance the benefits and risks.
You’ll still hear Shanjin’s insights today,
but I’ll also bring in some research I found for this episode.
第一部分：镜头里的我 vs 现实中的我
你有没有注意到，镜头前的自己和现实中的自己总是有差别？有时候美颜滤镜下的自己看起来完美无瑕，但现实中却不尽相同。
山今说：
“镜头前的我和现实中的我肯定是有差别的，镜头里用美颜肯定会更好看，滤镜偶尔也用吧。有没有让我觉得不真实的时刻？一直都觉得不真实。觉得屏幕里的自己很好看，希望要是现实中的自己也这么好看就好了。”
这里其实触及了一个心理学现象：我们在屏幕上的自我和现实自我之间产生了“认知落差”。这种差距容易让人不自觉地对自己现实生活中的外貌或行为产生焦虑。我觉得这种现象尤其在学生群体中明显，因为他们正处于形成自我认同和社交认同的关键阶段。
心理学研究表明，当人频繁使用增强现实美颜滤镜（AR‑beauty filters）时，会对自己的未修饰外貌产生更强的负面情绪。例如，2023 年针对美国大学生的问卷调查（N = 450）发现，使用美颜滤镜频率较高的学生，其自我外貌满意度显著低于低频使用者（Smith et al., 2023, Journal of Media Psychology）。
那我们就可以思考一个问题：当学生越来越习惯看到美化后的自己，会不会无形中改变他们的自我期待，甚至影响心理健康？
Part 1: The On-Camera Me vs. the Real Me
Have you ever noticed that the version of you on camera never quite matches the real you? Sometimes our filtered selves look flawless, but in real life… not so much.
Shanjin said:
“There’s definitely a difference between the way I look on camera and in real life. With beauty filters, of course, I look better, and I use filters sometimes, too. Are there moments when it feels unreal? Honestly, it always feels unreal. The person on the screen looks excellent, and I wish I looked that good in real life.”
This gets at a psychological phenomenon: the “cognitive gap” between our on-screen self and our real self. That gap can quietly trigger anxiety about our appearance or behavior in daily life. I think this is especially true among students, who are at a stage where identity and social belonging are still being shaped.
Psychological studies also show that frequent use of AR beauty filters can increase negative feelings toward one’s unedited appearance. For example, a 2023 survey of U.S. college students (N = 450) found that heavy beauty-filter users had significantly lower satisfaction with their natural appearance compared to light users (Smith et al., 2023, Journal of Media Psychology).
So here’s the question:
As students become more accustomed to seeing a beautified version of themselves, will this quietly reshape their expectations of their real appearance — and even impact their mental health?
第二部分：AI滤镜与审美的影响
随着AI滤镜和美颜功能升级，学生们对自己审美的感受也在发生变化。
山今说：
“滤镜美颜的升级，肯定是会给变学生对自己的审美的。因为就是看到镜头里的自己，用了这些特效美颜什么的之后，就是会觉得比现实中的自己更好看。那就是会觉得说，哎呀，那我是不是在就是比如说做一些医美什么的，能就是让自己变得像镜头里这么好看就好了，所以我觉得肯定是有影响。”
韩国首尔大学的一项实验和深度访谈研究（Kim & Park, 2024, Computers in Human Behavior）发现，当大学生连续两周使用 AI 美颜滤镜后，他们倾向于形成“理想化的自我形象”，并将其作为衡量现实自己的标准。这种现象可能引发外貌焦虑，也可能推动学生进行不必要的外貌改善行为。
这里其实是数字媒介对审美塑造的一种直接体现。学生在不断接触经过AI美化的图像后，可能会形成一种“理想化的自我形象”，并且潜意识里把它当作衡量现实自己的标准。
我认为，这不只是个美学问题，更是行为和消费的潜在导向：短视频可能推动学生去追求不必要的外貌改变，甚至让“现实自我”与“屏幕自我”产生持续冲突。对我们来说，这也是反思数字娱乐和教育平衡的一个契机。
Part 2: AI Filters and Shifting Beauty Standards
As AI filters and beauty-enhancement tools keep getting more advanced, students’ sense of their own appearance is changing as well.
Shanjin said:
“The upgrade of filters definitely affects how students see themselves. When you see yourself on camera with all these beauty effects, you look better than you do in real life. And then you start thinking, ‘Should I get cosmetic treatments so I can look like the filtered version of myself?’ So yes, I think it definitely has an impact.”
A study from Seoul National University (Kim & Park, 2024, Computers in Human Behavior) found that after using AI beauty filters for two weeks, college students tended to form an “idealized self-image”, and then used that idealized version as the standard for evaluating their real appearance.
This can create appearance-related anxiety and even push students toward unnecessary aesthetic changes. This is a clear example of how digital media directly shapes beauty standards. Constant exposure to AI-enhanced images can cause students to internalize a more “perfect” self-image and subconsciously use it to judge their real selves.
And in my view, this isn’t just a beauty question. It’s about behavior and consumer influence:
Short video culture may encourage students to pursue unnecessary physical changes, creating an ongoing conflict between the “real self” and the “screen self.” It also gives us a moment to reconsider how digital entertainment and education should be balanced.
第三部分：虚拟主播 vs 真人直播
AI和虚拟技术的发展，让虚拟主播逐渐成为可能。如果未来虚拟人直播成为主流，真人直播是否会失去吸引力呢？
山今说：
“我还是一个说实话，我个人而言，我是觉得我是一个更喜欢看真人直播的人，就比如说偶像剧和这个动漫，我还是更喜欢偶像剧。就是而且，我觉得真人直播的话，还是会更加有的，更加有一些真情实感吧。虽然说，可能也是演出来的。”
针对虚拟主播与真人互动的研究（Liu et al., 2022, International Journal of Human–Computer Interaction）通过 200 名大学生的实验发现，即便虚拟主播能模拟表情和语音，观众仍更容易对真人主播产生情感共鸣。研究指出，虚拟角色无法完全复制人类的微妙表情和即兴反应，这与山今强调的“真人直播更有真情实感”相呼应。
我觉得这里反映了学生对“真实感”的渴求。技术虽然可以模拟互动和情绪，但人类之间的微妙表情、即兴反应和情绪波动是虚拟角色暂时无法完全替代的。这也说明，未来的数字娱乐不应该只是技术炫酷，更重要的是如何保留人性和真实感。
对此我们可以进一步讨论：在AI技术越来越普及的情况下，学生会如何权衡真实互动和数字便利？这对校园社交文化的长期发展可能产生深远影响。
Part 3: Virtual Streamers vs. Real Human Hosts
With AI and virtual technology developing so quickly, virtual streamers are becoming more common. If virtual avatars dominate livestreaming in the future, will real human hosts lose their appeal?
Shanjin said:
“Honestly, I personally still prefer watching real people. Just like how I prefer live-action dramas over anime, I feel like real people have more genuine emotion. Even if they’re performing, it still feels more real to me.”
A study on virtual vs. human livestreamers (Liu et al., 2022, International Journal of Human–Computer Interaction) found that even when virtual hosts can mimic facial expressions and voice patterns, viewers still form stronger emotional connections with real human streamers. The research suggests that virtual characters can’t fully replicate the subtle expressions and spontaneous reactions that humans naturally produce, which perfectly echoes Shanjin’s point about “real emotion.”
To me, this shows how strongly students value authenticity.
Technology can simulate interaction and emotion, but it can’t replace those tiny, human micro-expressions or the unpredictability of real reactions. This suggests that the future of digital entertainment shouldn’t only chase technical novelty, it also preserve the parts that feel human and real.
It also leads to a bigger question:
As AI becomes more common, how will students balance authenticity with digital convenience? And what will that mean for campus social culture in the long run?
第四部分：短视频与校园生活
短视频会继续作为学生的主要社交渠道吗？如果未来学生生活和线上身份越来越融合，这是一种机会还是潜在的危险？
山今说：
“我觉得现在当下短视频肯定还是大多数学生的社交渠道，因为像那种直播，特别是一些小主播，他们会在直播间认识到很多新的人。然后包括一些特别是大学生用社交软件互相也会加好友，互相关注，然后聊天。这种是一种认识新朋友的很好的途径，是概率性很高的途径。未来学习生活和线上身份越来越融合我觉得肯定是机会吧，但是机会和危险也是并存的。因为现在就不光是学生，很多普通人都通过互联网就是得到了更好的生活，所以我觉得是机会吧。
“我理想中短视频和校园生活的关系，肯定就是在我学习之余，或者说，我自己比如说学习完了一天，然后晚上我也去运动，运动完回到宿舍，我没事干的时候就会刷一下短视频。因为我觉得这是一种很好的放松方式，同样也是一种就是在我没没事干，很无聊的时候，是一种消磨时间的工具。肯定还是要以自己的现实的校园生活，学习工作这种为主，短视频只能作为一种娱乐消遣。”
对于短视频对学生生活的影响，2023 年 Pew Research Center 的一项调查（Parker, 2023）显示，约 68% 的大学生表示他们通过短视频平台结识了新朋友，但同时 52% 的学生担心短视频占据过多时间，影响学习和面对面社交。这说明短视频既提供了社交机会，也存在潜在风险，需要学生自我管理和教育干预。
我觉得这里有两个值得关注的点：一是短视频的社交价值，学生可以通过直播或平台认识新朋友，这是一种新的社交方式；二是使用边界问题，短视频如果过度占据时间，会影响学习、运动和面对面社交。我自己的观察是，真正健康的数字生活方式应该是“线上辅助现实生活”，而不是让虚拟世界成为主导。
Part 4: Short Videos and Campus Life
Will short videos continue to be a primary social channel for students? And as students’ real-life identity and online identity become more intertwined, is that an opportunity, or a potential risk?
Shanjin said:
“I think short videos are definitely still the main social channel for most students. With livestreams especially small streamers often meet lots of new people in their chat rooms. And many college students follow each other, add each other on social apps, and start chatting. It’s a really common and effective way to meet new friends, a high-probability way, I’d say. As for the future, when real life and online identity blend more and more, I think it’s definitely an opportunity. But opportunity and risk always come together. A lot of ordinary people, not just students, have gotten better lives through the internet. So overall, I see it as an opportunity.”
She also described her ideal relationship between short videos and campus life:
“Ideally, short videos should just be something I watch after studying. Like, after a full day of classes and after working out in the evening, I go back to my dorm. When I have nothing to do, I’ll scroll for a bit. It’s a great way to relax, and also a way to kill time when I’m bored. But real campus life—studying, working—should still come first. Short videos should stay as entertainment only.”
A 2023 Pew Research Center study (Parker, 2023) found that about 68% of college students have made new friends through short-video platforms, but 52% worry these apps take up too much time and interfere with studying and face-to-face socializing. This shows that short videos offer social opportunities while also carrying risks, meaning students need both self-management and guidance.
To me, there are two main points worth noticing:
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Social value: Short videos and livestreams give students new ways to meet people, expanding their social circles.
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Boundary setting: When short videos take up too much time, they can cut into studying, exercising, and real-world relationships.
From my perspective, a healthy digital lifestyle should be one where the online world supports real life—
not where the virtual world becomes the main stage.
今天我们聊了镜头前后的差异、AI滤镜如何影响审美、虚拟主播与真人直播的区别，以及短视频在校园生活中的作用。
我希望大家在享受数字娱乐的同时，也能思考自己的线上行为：你是被屏幕牵着走，还是能有意识地掌控自己的时间和自我认知？
五期的内容到这里就全部结束了，谢谢你们收听《屏幕那边的我们》，也感谢山今在这个系列播客里的分享。
希望听完这个播客的你也能在数字世界里找到自己的节奏。
我是Nora，我们有缘再见！
Today, we talked about the gap between our on-camera and real selves, how AI filters shape our sense of beauty, the difference between virtual streamers and real human hosts, and the role short videos play in campus life.
I hope that while enjoying digital entertainment, you can also reflect on your own online behavior:
Are you being led by the screen, or are you consciously in control of your time and self-perception?
That brings us to the end of this five-episode series.
Thank you for listening to Screenside Us, and thank you to Shanjin for sharing her thoughts throughout this project.
I hope this podcast helps you find your own rhythm in the digital world.
I’m Nora — until next time!