Tutorials are one of the most fundamental means of conveying knowledge. Ideally when the task involves physical or digital objects, tutorials not only describe each step with text or via audio narration but show it as well using photos or animation. In most cases, online tutorial authors capture media from handheld mobile devices to compose these documents, but increasingly they use wearable devices as well. In this work, we explore the full life-cycle of online tutorial creation and viewing using head-mounted capture and displays. We developed a media-capture tool for Google Glass that requires minimal attention to the capture device and instead allows the author to focus on creating the tutorial's content rather than its capture. The capture tool is coupled with web-based authoring tools for creating annotatable videos and multimedia documents. In a study comparing standalone (camera on tripod) versus wearable capture (Google Glass) as well as two types of multimedia representation for authoring tutorials, we show that tutorial authors have a preference for wearable capture devices, especially when recording activities involving larger objects in non-desktop environments. Authors preferred document-based multimedia tutorials because they are more straightforward to compose and the step-based structure translates more directly to explaining a procedure. In addition, we explored using head-mounted displays for accessing tutorials in comparison to lightweight computing devices such as tablets. Our study included tutorials recorded with the same capture methods as in our access study. We found that although authors preferred head-mounted capture, tutorial consumers preferred video recorded by a camera on tripod that provides a more stable image of the workspace.
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@cite_16: 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.
@cite_11: Communicating the subtleties of a craft technique, like putting a zipper into a garment or throwing a clay pot, can be challenging even when working side by side. Yet How-To content - including text, images, animations, and videos - is available online for a wide variety of crafts. We interviewed people engaged in various crafts to investigate how online resources contributed to their craft practice. We found that participants sought creative inspiration as well as technical clarification online. In this domain, keyword search can be difficult, so supplemental strategies are used. Participants sought information iteratively, because they often needed to enact their knowledge in order to evaluate it. Our description of people learning how allows us to elaborate existing understandings of information-seeking behavior by considering how search originates and is evaluated in knowledge domains involving physical objects and physical processes.
In summary, Torrey found that how-to sharing occurs within and across a collection of communication tools without any centralized control'' @cite_15 and that people tend to find information by browsing as much as by more directed search @cite_11 . Carter previously found that tools for the capture, creation, and access of how-to guides were similarly decentralized @cite_16 .