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The influence of different media instructions on solving a procedural task
Malardalen University.
Malardalen University.
Högskolan Dalarna, Akademin Humaniora och medier, Bildproduktion. Malardalen University.ORCID-id: 0000-0002-5921-0227
2015 (engelsk)Inngår i: ICED 15, Vol. 11: Human Behaviour in Design, Design Education, 2015Konferansepaper, Publicerat paper (Fagfellevurdert)
Resurstyp
Text
Abstract [en]

This study investigates the influence of different forms of media instructions on the process and outcomes of completing a specific procedural task. The experiment was conducted with four student groups having an education in the area of Information Design. In the experiment four media instructions - text only, text plus drawings, a series of pictures and video with narration - were considered. The findings show that the type of media has an influence on the ability to solve a procedural task and on group interaction and the way groups solve a task. Compared with the other instructions, video instruction triggered a different interaction and behavioural pattern during assembly. Participants considered both video and picture instructions as more usable in terms of facilitating the ability to understand, select and apply possible solutions to a given task. However, the video medium showed little influence on dialogue in the group during assembly. The instructions, such as text plus drawings, pictures and video had a similar influence on task performance times, whereas text instructions took three times longer to implement than other instructions.

sted, utgiver, år, opplag, sider
2015.
Serie
International Conference on Engineering Design, ISSN 2220-4334
Emneord [en]
Human behaviour in design, visual communication, information design, procedural instructions
HSV kategori
Forskningsprogram
Interkulturella studier
Identifikatorer
URN: urn:nbn:se:du-20649ISI: 000366321300018ISBN: 978-1-904670-74-2 (tryckt)OAI: oai:DiVA.org:du-20649DiVA, id: diva2:892794
Konferanse
20th International Conference on Engineering Design (ICED), JUL 27-31, 2015, Milan, ITALY
Tilgjengelig fra: 2016-01-11 Laget: 2016-01-11 Sist oppdatert: 2018-10-29bibliografisk kontrollert
Inngår i avhandling
1. Videography as Design Nexus: Critical Inquires into the Affordances and Efficacies of Live-action Video Instructions
Åpne denne publikasjonen i ny fane eller vindu >>Videography as Design Nexus: Critical Inquires into the Affordances and Efficacies of Live-action Video Instructions
2018 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

This thesis is about live-action instructional videos (LAVs). By addressing design problems with respect to the how-to video genre, the thesis asks fundamental questions about mediated instructional communication efficacies and the factors that either obstruct or augment them. 

The analysis presented in this thesis is based on the notion that videography is a design nexus and key focal point of the connections that make live-action video instructional efforts possible. This Design Nexus is explored by defining and illuminating key ontological dimensions, medium specificities and the video users’ cognitive capacities. This is to acknowledge that the users of instructions in this thesis are center stage, both as biological and cultural beings.

The methods used in this thesis and its associated papers are eye-tracking, video observations, questionnaires, self-reports, focus group interviews and YouTube analytics. Hence, both numerical data and non-numerical data are analyzed in this study.

The results of the analyses indicate that pre-production planning is key in live-action video instructional endeavors, but not at the expense of the videographer’s status as designer. Moreover, the analyses show that users’ cognitive processing and visual decoding depend on the power of the live-action format to show actual human behavior and action. Other presented evidence seems to infer that LAV-instructions are a little less demanding if users apply a focused decoding style when interacting with them. Nevertheless, physiological engagement of this kind is likely not to fully compensate for users’ psychological engagement.

This thesis contributes to a more comprehensive understanding of humans’ abilities to interpret the actions of others via medial means. By relating this to video medium-specific affordances, this thesis also furthers important efficacy distinctions and boundary conditions. This understanding is considered important for live-action video makers and designers of visual instructions as well as scholars who need to develop better methods to assess users’ behavioral engagement when they interact with digital instructional media.

sted, utgiver, år, opplag, sider
Västerås: Mälardalen University, 2018
Emneord
Information Design;Instructions, Video, Engagement, Perception, Human-Centered Design
HSV kategori
Forskningsprogram
Interkulturella studier
Identifikatorer
urn:nbn:se:du-28851 (URN)978-91-7485-391-9 (ISBN)
Disputas
2018-09-14, Raspen, Mälardalens högskola, Eskilstuna, 10:00 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2018-10-29 Laget: 2018-10-29 Sist oppdatert: 2018-10-29bibliografisk kontrollert

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