Difference between revisions of "Tuncer2020a"
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{{BibEntry | {{BibEntry | ||
| − | |BibType= | + | |BibType=INPROCEEDINGS |
|Author(s)=Sylvaine Tuncer; Barry Brown; Oskar Lindwall; | |Author(s)=Sylvaine Tuncer; Barry Brown; Oskar Lindwall; | ||
|Title=On pause: How users learn by using online instructional videos to achieve practical tasks | |Title=On pause: How users learn by using online instructional videos to achieve practical tasks | ||
| − | |||
|Tag(s)=EMCA; | |Tag(s)=EMCA; | ||
| − | |Key= | + | |Key=Tuncer2020a |
|Year=2020 | |Year=2020 | ||
|Language=English | |Language=English | ||
| − | | | + | |Address=Honolulu, HI |
| + | |Booktitle=CHI'20: Proceedings of the 2020 ACM Conference on Human Factors in Computing Systems | ||
| + | |URL=https://dl.acm.org/doi/10.1145/3313831.3376759 | ||
| + | |DOI=10.1145/3313831.3376759 | ||
|Abstract=Instructional videos have become an important site of everyday learning. This paper explores how these videos are used to complete practical tasks, analyzing video-recorded interactions between pairs of users. Users need to repeatedly pause their videos to be able to follow the instructions, and we document how pausing is used to coordinate and interweave watching and doing. We describe four purposes and types of pausing: finding task objects, turning to action, keeping up, and fixing problems. Building on these results, we discuss how video players could better support following instructions, and the role of basic user interface functions in complex tasks involving different forms of engagement with the physical world and with screen-based activity. | |Abstract=Instructional videos have become an important site of everyday learning. This paper explores how these videos are used to complete practical tasks, analyzing video-recorded interactions between pairs of users. Users need to repeatedly pause their videos to be able to follow the instructions, and we document how pausing is used to coordinate and interweave watching and doing. We describe four purposes and types of pausing: finding task objects, turning to action, keeping up, and fixing problems. Building on these results, we discuss how video players could better support following instructions, and the role of basic user interface functions in complex tasks involving different forms of engagement with the physical world and with screen-based activity. | ||
}} | }} | ||
Latest revision as of 00:44, 3 July 2023
| Tuncer2020a | |
|---|---|
| BibType | INPROCEEDINGS |
| Key | Tuncer2020a |
| Author(s) | Sylvaine Tuncer, Barry Brown, Oskar Lindwall |
| Title | On pause: How users learn by using online instructional videos to achieve practical tasks |
| Editor(s) | |
| Tag(s) | EMCA |
| Publisher | |
| Year | 2020 |
| Language | English |
| City | Honolulu, HI |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | |
| URL | Link |
| DOI | 10.1145/3313831.3376759 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | CHI'20: Proceedings of the 2020 ACM Conference on Human Factors in Computing Systems |
| Chapter | |
Abstract
Instructional videos have become an important site of everyday learning. This paper explores how these videos are used to complete practical tasks, analyzing video-recorded interactions between pairs of users. Users need to repeatedly pause their videos to be able to follow the instructions, and we document how pausing is used to coordinate and interweave watching and doing. We describe four purposes and types of pausing: finding task objects, turning to action, keeping up, and fixing problems. Building on these results, we discuss how video players could better support following instructions, and the role of basic user interface functions in complex tasks involving different forms of engagement with the physical world and with screen-based activity.
Notes
