Education and Information Technologies

, Volume 19, Issue 3, pp 637–654 | Cite as

Tools to support expository video capture and access

  • Scott Carter
  • Matthew Cooper
  • John Adcock
  • Stacy Branham


Video tends to be imbalanced as a medium. Typically, content creators invest enormous effort creating work that is then watched passively. However, learning tasks require that users not only consume video but also engage, interact with, and repurpose content. Furthermore, to promote learning across domains where content creators are not necessarily videographers, it is important that capture tools facilitate creation of interactive content. In this paper, we describe some early experiments toward this goal. Specifically, we describe a needfinding study involving interviews with amateur video creators as well as our experience with an early prototype to support expository capture and access. Our findings led to a system redesign that can incorporate a broad set of video-creation and interaction styles.


How-to Tutorial Lecture Video Mobile Capture and access 


  1. Adcock, J., Cooper, M., Denoue, L., Pirsiavash, H., Rowe, L.A. (2010). Talkminer: a lecture webcast search engine. ACM MM, 241–250.Google Scholar
  2. Banovic, N., Grossman, T., Matejka, J., Fitzmaurice, G. (2012). Waken: reverse engineering usage information and interface structure from software videos. ACM UIST, 83–92.Google Scholar
  3. Barthel, R., Ainsworth, S., Sharples, M. (2013). Collaborative knowledge building with shared video representations. International Journal of Human Computer Studies, 71(1), 59–75.CrossRefGoogle Scholar
  4. Beyer, H., & Holtzblatt, K. (1998). Contextual design: dening customer-centered systems. In Series in interactive technologies. San Francisco: Morgan Kaufmann.Google Scholar
  5. Chi, P.-Y., Ahn, S., Ren, A., Dontcheva, M., Li, W., Hartmann, B. (2012). MixT: automatic generation of step-by-step mixed media tutorials. ACM UIST, 93–102.Google Scholar
  6. Clark, R. C., & Mayer, R.E. (2011). e-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.CrossRefGoogle Scholar
  7. Eiriksdottir, E., & Catrambone, R. (2011). Procedural instructions, principles, and examples: how to structure instructions for procedural tasks to enhance performance, learning, and transfer. Human Factors, 53(6), 749–770.CrossRefGoogle Scholar
  8. Grossman, T., & Fitzmaurice, G. (2010). ToolClips: an investigation of contextual video assistance for functionality understanding. ACM CHI, 1515–1524.Google Scholar
  9. Hammersley, M., & Atkinson, P. (1995). Ethnography: principles in practice. London: Routledge.Google Scholar
  10. Harrison, S.M. (1995). A comparison of still, animated, or nonillustrated on-line help with written or spoken instructions in a graphical user interface. ACM CHI, 82–89.Google Scholar
  11. Holtzblatt, K., Wendell, J.B., Wood, S. (2005). Rapid contextual design: a how-to guide to key techniques for user-centered design. San Francisco: Morgan Kaufmann.Google Scholar
  12. Kraut, R.E., Fussell, S.R., Siegel, J. (2003). Visual information as a conversational resource in collaborative physical tasks. Human-Computer Interaction, 18(1), 13–49.CrossRefGoogle Scholar
  13. Lahti, J., Westermann, U., Palola, M., Peltola, J., Vildjiounaite, E. (2005). MobiCon: integrated capture, annotation, and sharing of video clips with mobile phones. ACM MM, 798–799.Google Scholar
  14. Lindgren, R. (2012). Generating a learning stance through perspective-taking in a virtual environment. Computers in Human Behavior, 28(4), 1130–1139.CrossRefGoogle Scholar
  15. Moreno, R., & Ortegano-Layne, L. (2008). Do classroom exemplars promote the application of principles in teacher education? A comparison of videos, animations, and narratives. Educational Technology Research and Development, 56(4), 449–465.CrossRefGoogle Scholar
  16. Niu, J., Huo, D., Xie, X., Lin, J., Zeng, X., Liu, Y. (2011). MoViShooter: bookmarking videos in real-time for mobile device users. In ACM CHI workshop on video interaction.Google Scholar
  17. O’Neill, J., Castellani, S., Roulland, F., Hairon, N., Juliano, C., Dai, L. (2011). From ethnographic study to mixed reality: a remote collaborative troubleshooting system. ACM CSCW, 225–234.Google Scholar
  18. Palmiter, S., Elkerton, J., Baggett, P. (1991). Animated demonstrations vs. written instructions for learning procedural tasks: A preliminary investigation. International Journal of Man-Machine Studies, 34(5), 687–701.CrossRefGoogle Scholar
  19. Patnaik, D. (2013). Needfinding: design research and planning. CreateSpace Independent Publishing Platform.Google Scholar
  20. Pirolli, P. (1991). Effects of examples and their explanations in a lesson on recursion: a production system analysis. Cognition and Instruction, 8(3), 207–259.CrossRefGoogle Scholar
  21. Pongnumkul, S., Dontcheva, M., Li, W., Wang, J., Bourdev, L., Avidan, S., Cohen, M.F. (2011). Pause-and-play: automatically linking screencast video tutorials with applications. ACM UIST, 135–144.Google Scholar
  22. Schwan, S., & Riempp, R. (2004). The cognitive benets of interactive videos: Learning to tie nautical knots. Learning and Instruction, 14(3), 293–305.CrossRefGoogle Scholar
  23. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: grounded theory procedures and techniques. Newbury Park: Sage.Google Scholar
  24. Torrey, C., McDonald, D., Schilit, W., Bly, S. (2007). HowTo pages: informal systems of expertise sharing. ECSCW, 391–410.Google Scholar
  25. Torrey, C., Churchill, E.F., McDonald, D.W. (2009). Learning how: the search for craft knowledge on the internet. ACM CHI, 1371–1380.Google Scholar
  26. Walker, W., Lamere, P., Kwok, P., Raj, B., Singh, R., Gouvea, E., Wolf, P., Woelfel, J. (2004). Cambridge, sphinx-4: a flexible open source framework for speech recognition. Technical Report.Google Scholar
  27. Whalen, J., & Bobrow, D.G. (2011). Communal knowledge sharing: the Eureka story. In M.H. Szymanski, & J. Whalen (Eds.), Chapter in making work visible: ethnographically grounded case studies of work practice (pp. 257–284). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  28. Wu, C.-I., Teng, C.J., Chen, Y.-C., Lin, T.-Y., Chu, H.-H., Hsu, J.Y. (2007). Point-of-capture archiving and editing of personal experiences from a mobile device. Personal and Ubiquitous Computing, 11(4), 235–249.CrossRefGoogle Scholar
  29. Zahn, C., Pea, R., Hesse, F.W., Rosen, J. (2010). Comparing simple and advanced video tools as supports for complex collaborative design processes. Journal of the Learning Sciences, 19(3), 403–440.CrossRefGoogle Scholar
  30. Zhang, D., Zhou, L., Briggs, R. O., Nunamaker, J.F. (2006). Instructional video in e-learning: assessing the impact of interactive video on learning effectiveness.Information & Management, 43(1), 15–27.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  • Scott Carter
    • 1
  • Matthew Cooper
    • 1
  • John Adcock
    • 1
  • Stacy Branham
    • 2
  1. 1.FX Palo Alto Laboratory, Inc.Palo AltoUSA
  2. 2.Center for HCI, Virginia TechBlacksburgUSA

Personalised recommendations