Anh Truong

Catherine Yeh, Anh Truong, Mira Dontcheva et al.

Video storytelling is often constrained by available material, limiting creative expression and leaving undesired narrative gaps. Generative video offers a new way to address these limitations by augmenting captured media with tailored visuals. To explore this potential, we interviewed eight video creators to identify opportunities and challenges in integrating generative video into their workflows. Building on these insights and established filmmaking principles, we developed Vidmento, a tool for authoring hybrid video stories that combine captured and generated media through context-aware expansion. Vidmento surfaces opportunities for story development, generates clips that blend stylistically and narratively with surrounding media, and provides controls for refinement. In a study with 12 creators, Vidmento supported narrative development and exploration by systematically expanding initial materials with generative media, enabling expressive video storytelling aligned with creative intent. We highlight how creators bridge story gaps with generative content and where they find this blending capability most valuable.

Saelyne Yang, Anh Truong, Juho Kim et al.

Tutorial videos are a valuable resource for people looking to learn new tasks. People often learn these skills by viewing multiple tutorial videos to get an overall understanding of a task by looking at different approaches to achieve the task. However, navigating through multiple videos can be time-consuming and mentally demanding as these videos are scattered and not easy to skim. We propose VideoMix, a system that helps users gain a holistic understanding of a how-to task by aggregating information from multiple videos on the task. Insights from our formative study (N=12) reveal that learners value understanding potential outcomes, required materials, alternative methods, and important details shared by different videos. Powered by a Vision-Language Model pipeline, VideoMix extracts and organizes this information, presenting concise textual summaries alongside relevant video clips, enabling users to quickly digest and navigate the content. A comparative user study (N=12) demonstrated that VideoMix enabled participants to gain a more comprehensive understanding of tasks with greater efficiency than a baseline video interface, where videos are viewed independently. Our findings highlight the potential of a task-oriented, multi-video approach where videos are organized around a shared goal, offering an enhanced alternative to conventional video-based learning.

Stephen Brade, Sam Anderson, Rithesh Kumar et al.

Novice content creators often invest significant time recording expressive speech for social media videos. While recent advancements in text-to-speech (TTS) technology can generate highly realistic speech in various languages and accents, many struggle with unintuitive or overly granular TTS interfaces. We propose simplifying TTS generation by allowing users to specify high-level context alongside their script. Our Wizard-of-Oz system, SpeakEasy, leverages user-provided context to inform and influence TTS output, enabling iterative refinement with high-level feedback. This approach was informed by two 8-subject formative studies: one examining content creators' experiences with TTS, and the other drawing on effective strategies from voice actors. Our evaluation shows that participants using SpeakEasy were more successful in generating performances matching their personal standards, without requiring significantly more effort than leading industry interfaces.