Exploring the Role of User Comments Throughout the Stages of Video-Based Task-Learning
This addresses the challenge of enhancing video-based learning for users by improving comment integration, though it is incremental as it builds on existing understanding of user interactions.
The study tackled the problem of how users engage with comments in video-based task-learning, finding that while comments are critical for learning, they are poorly integrated into all stages of the process, based on interviews with 14 users and co-watching sessions with eight.
Learning tasks through videos is a dynamic way to acquire skills by witnessing entire processes. However, compared to in-person demonstrations, videos may omit tacit knowledge, including subtle details and contextual nuances. Users' unique circumstances, like missing ingredients in a recipe, may also require adaptation beyond the video content. To fill these gaps, many users turn to the comment section, seeking additional guidance and interactions with creators or peers to personalize their experience. Despite their importance, there is limited understanding of how users engage with and apply comments in task-learning scenarios. In our study, we explore the role of comments in video-based task-learning through interviews with 14 users, and co-watching sessions with eight. Our findings show that while comments are critical for learning, they are poorly integrated into all stages of the learning process. Based on our findings, we outline design opportunities to better utilize comments in video-based task-learning.