The prank of calling names in a chain is superficially a game filled with laughter and curses, but in reality, it is a miniature stage for college students' interpersonal relationships. In class, when the teacher calls out a name and no one responds, a certain "enthusiastic" student might suddenly shout out a completely unrelated name, such as calling "Zhang Wei" as "Li Xiaoyao," causing the whole class to burst into laughter. This prank seems harmless, yet it often ignites the subtle atmosphere in the classroom in an instant. The student whose real name is called may turn red, trying to argue, but ultimately succumbs under the gaze of everyone; while the "perpetrator" enjoys a brief social victory amidst the laughter. This interaction appears casual, but it actually conceals tests and games of interpersonal relationships. Who is the "active member" in the class? Who is the easy target for teasing? These questions are quietly answered in the repeated name-calling chain. The initiators of the prank are often those students who already have a certain social influence in the class, and they use this method to solidify their "persona," while the teased must adjust their expressions amidst the laughter, learning to remain calm in awkward situations.

The fun of this name-calling game largely comes from the test of "emotion management." The classroom is a semi-public space, where everyone is under each other's watchful eyes. When a classmate is deliberately called by the wrong name or encouraged by the whole class to "perform," they must react instantly: should they pretend to be angry or self-deprecate? Should they bow their heads in silence or boldly retaliate? These choices not only relate to personal character but also reflect their positioning within the group. Some introverted students may choose silence, using a bowed head or pretending to flip through a book to mask their embarrassment; while extroverted students might play along, standing up to improvise a "monologue," turning the laughter of the whole class into a point in their favor. Regardless of the choice, the name-calling chain forces everyone to confront their social skills under the spotlight of the classroom. This scene, rather than being a prank, is more of a psychological endurance contest. Students learn how to manage their emotions in public, how to deal with sudden "crises" without losing face.

However, the prank of name-calling is not always a light-hearted joke. In some cases, it can become a form of invisible social exclusion. For instance, when a certain classmate is frequently "called out" or deliberately misnamed, the apparent laughter may mask the group's subtle rejection of the individual. This phenomenon is not uncommon in college campuses, especially in freshman classes or elective courses with high mobility. Those who are not good at expressing themselves or have not yet integrated into the group often become the targets of pranks. Each time they are "called out" in class may deepen their sense of alienation. For bystanders, this prank may just be a topic of casual conversation, but for the person involved, it can be a repeated test of their self-esteem. This subtle social dynamic reflects the complexity of interpersonal relationships in college life: the apparent joy may hide invisible boundaries and barriers.

The popularity of the name-calling chain is also closely related to the psychological state of college students. College life seems free, but it is actually filled with pressure. Academic tasks, social anxiety, future planning—these invisible burdens often leave young people feeling exhausted outside the classroom. The prank of name-calling provides them with a brief outlet. Creating a bit of "chaos" in class not only alleviates the monotony of lectures but also allows students to find a sense of collective belonging amidst laughter. Especially in those tedious major courses or large classes, the name-calling chain has almost become a "weapon" for students to combat boredom. Through pranks, they transform the classroom from a one-way knowledge transmission into an interactive, even somewhat "rebellious" space. This behavior may seem childish, but it is an unconscious rebellion against academic pressure. Students release their emotions through pranks while also testing the boundaries of classroom rules, seeking their own sense of existence.

From another perspective, the name-calling chain also reflects college students' desire for "self-presentation." In a relatively formal setting like the classroom, the name-calling prank provides them with a stage to showcase their personalities. Whether it is the "creativity" of deliberately miscalling names or the "talent" of improvising performances after being called out, these actions to some extent satisfy young people's need for attention and recognition. Especially in the era of social media, college students have long been accustomed to expressing themselves through short videos and memes, and the name-calling chain brings this expression into real-life scenarios. When a classmate stands up to "perform" amidst the cheers of the class, they may be mimicking a popular video online or using exaggerated tones to recreate lines from a movie. This behavior is not only to elicit laughter but also to convey a message to peers: I am interesting, I am unique, I deserve to be seen. This pursuit of self-presentation reflects the psychological need of contemporary college students to find balance between the virtual and the real.

The role of teachers in the name-calling chain is also worth discussing. Some teachers turn a blind eye to this prank, or even join in, pretending to "believe" the students' pranks by calling out even more ridiculous names, eliciting greater laughter. This interaction often helps to bridge the gap between teachers and students, making the classroom atmosphere more relaxed. However, some teachers scoff at such behavior, believing it disrupts classroom order and may even call out the "perpetrators" on the spot. These two different reactions reflect teachers' varying attitudes toward classroom control and also influence the extent of students' pranks. Those teachers who are good at handling such situations often manage to turn the name-calling chain into a "seasoning" for the class, making students more willing to engage in learning amidst laughter; while those strict teachers may escalate the prank into a confrontation, even inadvertently intensifying the tension between teachers and students.

The prank of name-calling also reminds us of those fragmented yet real moments in college life. The laughter in the classroom, the awkward glances, the applause of encouragement—these fragments together form a unique memory of college life. They may seem trivial, yet they inadvertently outline the growth trajectory of young people. In these pranks, students learn how to face awkwardness, how to integrate into a group, and how to find balance between rules and freedom. They test each other's boundaries amidst laughter, feel the warmth of the collective in the cheers, and discover another side of themselves in performances. And this is precisely the charm of college life: it is not only a stage for academics but also a testing ground for interpersonal relationships, psychological growth, and self-exploration.

When the teacher opens the roster again and calls out a name, the classroom may once again erupt in a fit of giggles. Some are whispering encouragement, some pretending to be calm, and some are already brainstorming the next "prank" in their minds. In that moment, calling names is no longer just calling names; it is a summons of the soul—summoning not just names, but also the courage, humor, and vulnerability of each person in their youthful years. The classroom's joyful lights remain joyful; the classroom's rules remain rules; yet the classroom's pranks are far more complex and subtle than these. It is a unique ritual for college students to find themselves, release pressure, and build relationships amidst the cracks of academics and life. Perhaps that is why the name-calling chain has endured on campus. Because it is not just a game, but a footnote of youth.