Difference between revisions of "Tuncer2021"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Sylvaine Tuncer | + | |Author(s)=Sylvaine Tuncer; Oskar Lindwall; Barry Brown |
|Title=Making Time: Pausing to Coordinate Video Instructions and Practical Tasks | |Title=Making Time: Pausing to Coordinate Video Instructions and Practical Tasks | ||
| − | |Tag(s)=EMCA; Following Instructions; Instructional videos; Coordinating temporalities | + | |Tag(s)=EMCA; Following Instructions; Instructional videos; Coordinating temporalities; In Press |
|Key=TuncerLindwallBrown2020 | |Key=TuncerLindwallBrown2020 | ||
|Year=2020 | |Year=2020 | ||
|Language=English | |Language=English | ||
|Journal=Symbolic Interaction | |Journal=Symbolic Interaction | ||
| − | | | + | |URL=https://onlinelibrary.wiley.com/doi/10.1002/symb.516 |
| − | + | |DOI=10.1002/symb.516 | |
| + | |Abstract=Using video recordings as data to study how dyads follow instructional videos to achieve practical tasks, this article focuses on how participants coordinate the temporality of the video with that of their task by pausing the video. We examine three types of pausing, each displaying participants' online understanding of the instructions and different articulations between demonstrations and practical task: pausing to raise a correspondence problem, to keep up with the video, and to turn to action. From this exemplar case, we discuss how ordinary people experience and make time with interactive media. | ||
}} | }} | ||
| − | |||
Revision as of 09:18, 6 November 2020
| Tuncer2021 | |
|---|---|
| BibType | ARTICLE |
| Key | TuncerLindwallBrown2020 |
| Author(s) | Sylvaine Tuncer, Oskar Lindwall, Barry Brown |
| Title | Making Time: Pausing to Coordinate Video Instructions and Practical Tasks |
| Editor(s) | |
| Tag(s) | EMCA, Following Instructions, Instructional videos, Coordinating temporalities, In Press |
| Publisher | |
| Year | 2020 |
| Language | English |
| City | |
| Month | |
| Journal | Symbolic Interaction |
| Volume | |
| Number | |
| Pages | |
| URL | Link |
| DOI | 10.1002/symb.516 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Using video recordings as data to study how dyads follow instructional videos to achieve practical tasks, this article focuses on how participants coordinate the temporality of the video with that of their task by pausing the video. We examine three types of pausing, each displaying participants' online understanding of the instructions and different articulations between demonstrations and practical task: pausing to raise a correspondence problem, to keep up with the video, and to turn to action. From this exemplar case, we discuss how ordinary people experience and make time with interactive media.
Notes
