2,650
Views
4
CrossRef citations to date
0
Altmetric
Articles

Live-action Communication Design: A Technical How-To Video Case Study

ORCID Icon & ORCID Icon

References

  • Akinlofa, O., Holt, P., & Elyan, E. (2014). The cognitive benefits of dynamic representations in the acquisition of spatial navigation skills. Computers in Human Behavior, 30, 238–248. doi:10.1016/j.chb.2013.09.009
  • Alexander, K. P. (2013). The usability of print and online video instructions. Technical Communication Quarterly, 22(3), 237–259. doi:10.1080/10572252.2013.775628
  • Arguel, A., & Jamet, E. (2009). Using video and static pictures to improve learning of procedural contents. Computers in Human Behavior, 25(2), 354–359. doi:10.1016/j.chb.2008.12.014
  • Ayres, P., Marcus, N., Chan, C., & Qian, N. (2009). Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations. Computers in Human Behavior, 25(2), 348–353. doi:10.1016/j.chb.2008.12.013
  • Berney, S., & Bétrancourt, M. (2016). Does animation enhance learning? A meta-analysis. Computers & Education, 101, 150–167. doi:10.1016/j.compedu.2016.06.005
  • Beynon-Davies, P., & Lederman, R. (2017). Making sense of visual management through affordance theory. Production Planning & Control, 28(2), 142–157. doi:10.1080/09537287.2016.1243267
  • Blessing, T. M., & Chakrabarti, A. (2009). DRM, a design research methodology. New York, NY: Springer.
  • Bordwell, D. (2005). Foreword. In B. F. Anderson & J. D. Anderson (Eds.), Moving image theory: Ecological considerations (pp. ix-XII). Carbondale, IL: Southern Illinois University Press.
  • Boucheix, J., & Forestier, C. (2017). Reducing the transience effect of animations does not (always) lead to better performance in children learning a complex hand procedure. Computers in Human Behavior, 69, 358–370. doi:10.1016/j.chb.2016.12.029
  • Boucheix, J., & Schneider, E. (2009). Static and animated presentations in learning dynamic mechanical systems. Learning and Instruction, 19(2), 112–127. doi:10.1016/j.learninstruc.2008.03.004
  • Burlamaqui, L., & Dong, A. (2016). Affordances: Bringing them out of the woods. New York, NY: ACM. doi:10.1145/2934292
  • Bygstad, B., Munkvold, B., & Volkoff, O. (2016). Identifying generative mechanisms through affordances: A framework for critical realist data analysis. Journal of Information Technology, 31(1), 83–96. doi:10.1057/jit.2015.13
  • Castro-Alonso, J., Ayres, P., & Paas, F. (2015). Animations showing lego manipulative tasks: Three potential moderators of effectiveness. Computers & Education, 85, 1–13. doi:10.1016/j.compedu.2014.12.022
  • Chen, C., & Wu, C. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers and Education, 80, 108–121. doi:10.1016/j.compedu.2014.08.015
  • Chirumalla, K., Eriksson, Y., & Eriksson, P. (2015). The influence of different media instructions on solving a procedural task. Paper presented at the ICED 2015 conference. Milan, Italy.
  • Clark, R., Nguyen, F., & Sweller, J. (2006). Efficiency in learning. Evidence-based guidelines to manage cognitive load. San Francisco, CA: Pfeiffer.
  • Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (Fourth ed.). Hoboken, NJ: Wiley.
  • Cojean, S., & Jamet, E. (2017). Facilitating information-seeking activity in instructional videos: The combined effects of micro- and macroscaffolding. Computers in Human Behavior, 74, 294–302. doi:10.1016/j.chb.2017.04.052
  • Costa, N. A., Holder, E., & MacKinnon, S. N. (2017). Implementing human centered design in the context of a graphical user interface redesign for ship maneuvering. International Journal of Human-Computer Studies, 100, 55–65. doi:10.1016/j.ijhcs.2016.12.006
  • Cross, N. (1982). Designerly ways of knowing. Design Studies, 3(4), 221–227. doi:10.1016/0142-694X(82)90040-0
  • Daniel, M., & Tversky, B. (2012). How to put things together. Cognitive Processing, 13(4), 303–319. doi:10.1007/s10339-012-0521-5
  • Eriksson, P. E., & Eriksson, Y. (2015). Syncretistic images: IPhone fiction filmmaking and its cognitive ramifications. Digital Creativity, 26(2), 138–153. doi:10.1080/14626268.2014.993653
  • Eriksson, Y. (2017). Bildens tysta budskap: Interaktion mellan bild och text. ( Andra upplagan. ed.). Lund, Sweden:Studentlitteratur.
  • Erlhoff, M., & Marshall, T. (2008). Design dictionary. Basel, Belgium: Birkhäuser.
  • Evans, S. K., Pearce, K. E., Vitak, J., & Treem, J. W. (2017). Explicating affordances: A conceptual framework for understanding affordances in communication research. Journal of Computer-Mediated Communication, 22(1), 35–52. doi:10.1111/jcc4.12180
  • Ganier, F. (2004). Factors affecting the processing of procedural instructions: Implications for document design. IEEE Transactions on Professional Communication, 47(1), 15–26. doi:10.1109/TPC.2004.824289
  • Ganier, F., & de Vries, P. (2016). Are instructions in video format always better than photographs when learning manual techniques? The case of learning how to do sutures. Learning and Instruction, 44, 87–96. doi:10.1016/j.learninstruc.2016.03.004
  • Gibson, J. J. (1947). Motion picture testing and research: Army Air Forces Aviation Psychology Program Research No.7. (J. J. Gibson, Ed.). Washington, DC: U.S. Government Printing Office.
  • Gibson, J. J. (1979). The ecological approach to visual perception: Classic edition. Hoboken, NJ: Psychology Press. doi:10.4324/9781315740218
  • Große, C., Jungmann, L., & Drechsler, R. (2015). Benefits of illustrations and videos for technical documentations. Computers in Human Behavior, 45, 109–120. doi:10.1016/j.chb.2014.11.095
  • Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers and Education, 90, 36–53. doi:10.1016/j.compedu.2015.09.005
  • Höffler, T. N., Koć‐Januchta, M., & Leutner, D. (2017). More evidence for three types of cognitive style: Validating the object-spatial imagery and verbal questionnaire using eye tracking when learning with texts and pictures. Applied Cognitive Psychology, 31(1), 109–115. doi:10.1002/acp.3300
  • Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17(6), 722–738. doi:10.1016/j.learninstruc.2007.09.013
  • Kluge, A., & Termer, A. (2017). Human-centered design (HCD) of a fault-finding application for mobile devices and its impact on the reduction of time in fault diagnosis in the manufacturing industry. Applied Ergonomics, 59, 170–181. doi:10.1016/j.apergo.2016.08.030
  • Kress, G. R. (2010). Multimodality: A social semiotic approach to contemporary communication (1st ed.). London, UK: Routledge. doi:10.4324/9780203970034
  • Kress, G. R., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London, UK: Arnold.
  • Krippendorff, K. (2006). The semantic turn: A new foundation for design. Boca Raton, FL: Taylor and Francis.
  • Krippendorff, K., & Butter, R. (2007). Semantics: Meanings and contexts of artifacts (pp. 1–27). Pennsylvania, PA: University of Pennsylvania Scholarly Commons, Departmental Papers (ASC).
  • Lamb, R. A. (2015). A makeover for the captured lecture: Applying multimedia learning principles to lecture video (Doctoral dissertation). Nova Southeastern University. Retrieved from NSUWorks, Graduate School of Computer and Information Sciences. (36). Retrieved from https://nsuworks.nova.edu/gscis_etd/36
  • Lawson, B. (2006). How designers think: The design process demystified (4th ed.). Oxford, UK: Architectural Press.
  • Leahy, W., & Sweller, J. (2011). Cognitive load theory, modality of presentation and the transient information effect. Applied Cognitive Psychology, 25(6), 943–951. doi:10.1002/acp.1787
  • LeMarié, J., Eyrolle, H., & Cellier, J. (2008). The segmented presentation of visually structured texts: Effects on text comprehension. Computers in Human Behavior, 24(3), 888–902. doi:10.1016/j.chb.2007.02.016
  • Leonardi, P. M. (2013). Theoretical foundations for the study of sociomateriality. Information and Organization, 23(2), 59–76. doi:10.1016/j.infoandorg.2013.02.002
  • Loh, K., Tan, B., & Lim, S. (2016). Media multitasking predicts video-recorded lecture learning performance through mind wandering tendencies. Computers in Human Behavior, 63, 943–947. doi:10.1016/j.chb.2016.06.030
  • Lowe, R. K., & Schnotz, W. (2008). Learning with animation: Research and design implications. New York, NY: Cambridge University Press.
  • Löwgren, J. (2016). On the significance of making in interaction design research. Interactions, 23(3), 26–33. doi:10.1145/2904376
  • Lundin, J. (2015). Designing technical information: Challenges regarding service engineers’ information-seeking behaviour (Doctoral dissertation). Mälardalen University, Eskilstuna, Sweden: Mälardalen University Press.
  • Marcus, N., Cleary, B., Wong, A., & Ayres, P. (2013). Should hand actions be observed when learning hand motor skills from instructional animations? Computers in Human Behavior, 29(6), 2172–2178. doi:10.1016/j.chb.2013.04.035
  • Mogull, S. (2014). Integrating online informative videos into technical communication service courses. IEEE Transactions on Professional Communication, 57(4), 340–363. doi:10.1109/TPC.2014.2373931
  • Morain, M., & Swarts, J. (2012). YouTutorial: A framework for assessing instructional online video. Technical Communication Quarterly, 21(1), 6–24. doi:10.1080/10572252.2012.626690
  • Nichols, B. (2010). Introduction to documentary (2nd ed.). Bloomington, IN: Indiana University Press.
  • Norman, D. A. (1999). Affordance, conventions and design. Interactions, 6(3), 38–43. doi:10.1145/301153.301168
  • Novick, D., & Ward, K. (2006). Why don’t people read the manual? Paper presented at the SIGDOC ’06. Proceedings of the 24th annual ACM international conference on Design of communication pages, 11–18. doi:10.1145/1166324.1166329
  • Ortmann, J., & Kuhn, W. (2010). Affordances as qualities. Frontiers in Artificial Intelligence and Applications, 209, 117–130. doi:10.3233/978-1-60750-535-8-117
  • Paas, F., & Sweller, J. (2012). An evolutionary upgrade of cognitive load theory: Using the human motor system and collaboration to support the learning of complex cognitive tasks. Educational Psychology Review, 24(1), 27–45. doi:10.1007/s10648-011-9179-2
  • Paas, F., Van Gerven, P. W. M., & Wouters, P. (2007). Instructional efficiency of animation: Effects of interactivity through mental reconstruction of static key frames. Applied Cognitive Psychology, 21(6), 783–793. doi:10.1002/acp.1349
  • Rabiger, M. (2009). Directing the documentary (5th ed.). Burlington, MA: Focal Press.
  • Reed, E. S. (1988). James J. Gibson and the psychology of perception. New Haven, CT: Yale University Press.
  • Rice, R. E., Evans, S. K., Pearce, K. E., Sivunen, A., Vitak, J., & Treem, J. W. (2017). Organizational media affordances: Operationalization and associations with media use. Journal of Communication, 67(1), 106–130. doi:10.1111/jcom.12273
  • Rieber, L. P. (1991). Animation, incidental learning, and continuing motivation. Journal of Educational Psychology, 83(3), 318–328. doi:10.1037/0022-0663.83.3.318
  • Rouse, W. B. (2007). People and organizations. Explorations of human-centered design. Hoboken, NJ, USA: John Wiley and Sons.
  • Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Simon, H. A. (1975). Style in design. In C. M. Eastman (Ed.), Spatial synthesis in Computer-aided building design (pp. 287–309). Chichester, UK: John Wiley and Sons.
  • Söderlund, C., & Lundin, J. (2017). What is an information source? Information design based on information source selection behavior. Communication Design Quarterly Review, 4(3), 12–19. doi:10.1145/3071078.3071081
  • Spinillo, C. G. (2011). Animated visual instructions: Can we do better? Writers UA: Better UX through better UA. Retrieved from http://www.writersua.com/articles/animated/index.html
  • Stendal, K., Thapa, D., & Lanamaki, A. (2016). Analyzing the concept of affordances in information systems. Paper presented at the HICSS 2016. 5270–5277. doi:10.1109/HICSS.2016.651
  • Stockman, S. (2011). How to shoot video that doesn’t suck. New York, NY: Workman Publishing.
  • Swarts, J. (2012). New modes of help: Best practices for instructional video. Technical Communication, 59(3), 195–206.
  • Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer.
  • Swenberg, T., & Eriksson, P. E. (2017). Effects of continuity or discontinuity in actual film editing. Empirical Studies of the Arts, 36(2), 222–246. doi:10.1177/0276237417744590
  • Teston, C. (2012). Moving from artifact to action: A grounded investigation of visual displays of evidence during medical deliberations. Technical Communication Quarterly, 21(3), 187–209. doi:10.1080/10572252.2012.650621
  • Tversky, B., Morrison, J., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57(4), 247–262. doi:10.1006/ijhc.1017
  • van der Meij, H., & van der Meij, J. (2013). Eight guidelines for the design of instructional videos for software training. Technical Communication, 60(3), 205–228.
  • van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P., & Paas, F. (2009). Attention guidance during example study via the model’s eye movements. Computers in Human Behavior, 25(3), 785–791. doi:10.1016/j.chb.2009.02.007
  • van Hooijdonk, C., & Krahmer, E. (2008). Information modalities for procedural instructions: The influence of text, pictures, and film clips on learning and executing RSI exercises. IEEE Transactions on Professional Communication, 51(1), 50–62. doi:10.1109/TPC.2007.2000054
  • Wang, J., & Antonenko, P. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior, 71, 79–89. doi:10.1016/j.chb.2017.01.049
  • Ware, C. (2013). Information visualization: Perception for design (3rd ed.). Burlington, MA: Morgan Kaufmann Publishers.
  • Watson, G., Butterfield, J., Curran, R., & Craig, C. (2010). Do dynamic work instructions provide an advantage over static instructions in a small scale assembly task? Learning and Instruction, 20(1), 84–93. doi:10.1016/j.learninstruc.2009.05.001
  • Wong, A., Leahy, W., Marcus, N., & Sweller, J. (2012). Cognitive load theory, the transient information effect and e-learning. Learning and Instruction, 22(6), 449–457. doi:10.1016/j.learninstruc.2012.05.004
  • Wong, A., Marcus, N., Ayres, P., Smith, L., Cooper, G. A., & Sweller, J. (2009). Instructional animations can be superior to statics when learning human motor skills. Computers in Human Behavior, 25(2), 339–347. doi:10.1016/j.chb.2008.12.012
  • Zachry, M., & Spyridakis, J. H. (2016). Human-centered design and the field of technical communication. Journal of Technical Writing and Communication, 46(4), 392–401. doi:10.1177/0047281616653497