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YouTube Instructional Video User Research
Brad Arrington Senior Project WRIT 4995
University of Minnesota Spring 2015
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Table of Contents Executive Summary .......................................................................................................................... 3
Introduction ......................................................................................................................................... 4
Purpose ........................................................................................................................................ 4
Research Question ..................................................................................................................... 4
Methodology ....................................................................................................................................... 4
Testing Method .......................................................................................................................... 4
Measurements ........................................................................................................................... 5
Results .................................................................................................................................................... 5
Background Questionnaire Data ............................................................................................. 6
Quiz Data ..................................................................................................................................... 7
Interview Data ............................................................................................................................ 8
Discussion ............................................................................................................................................. 9
Background Questionnaire Discussion ................................................................................ 10
Quiz Results Discussion .......................................................................................................... 11
Interview Results Discussion ................................................................................................. 12
Likert Scale Results Discussion .............................................................................................. 13
Appendix A: Test Plan ...................................................................................................................... 15
Appendix B: Background Questionnaire ...................................................................................... 30
Appendix C: Quiz .............................................................................................................................. 34
Appendix D: Interview ..................................................................................................................... 35
Appendix E: Video Links .................................................................................................................. 36
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Executive Summary Test Objective The objective for this user research test was to determine whether a video becomes
less effective in terms of recall ability with extended duration instead of more informative. I
wanted to investigate a possible connection between the length of a technical instruction
YouTube video and the users ability to recall information.
Methodology To conduct my user research I recruited six participants to view a technical
instructional YouTube video. The steps are as follows:
1. Participants began with a background questionnaire to provide demographic information, experience with the Internet, experience with instructional videos, and knowledge of basketball.
2. Participants were split into two groups; one group was shown a short video (2:40 sec) and the other group was shown a longer video (5:38 sec).
3. After watching their respected videos the participants were administered a five-‐question quiz.
4. Following the quiz was a brief interview to understand user preferences.
Results The results from my testing indicate that the longer video was more effective for
user retention and recall of information. Average quiz scores were 3.667/5 for the short
video group and 4.667/5 for the long video group. The interview responses from those who
watched longer videos stated that they liked the additional description and use of
professional players in the videos, which may have led to the higher test scores.
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Introduction Purpose
The purpose of this project is to gain information about how effective YouTube
instructional videos are for users. I seek to gain an understanding about how long videos
can be before users lose focus and the video ceases to provide adequate knowledge.
Through this project I hope to notice a connection between the length of a video and the
users ability to recall information from the video. Current research in the area of technical
instructional videos has shown that shorter videos are more effective for user retention. A
research project into technical instructional videos by Matt Morain and Jason Swarts
(2012) at North Carolina State University looked into only the pacing of videos and not the
overall duration but found, “Videos that were too slow tempted viewers to skip ahead and
thus risk missing content” (Morain and Swarts, 2012, pg. 10). I believe that after a certain
length of time the user will no longer be able to recall important information from the
technical instructional YouTube video.
Research Question
Does the duration of a technical instructional video affect the users ability to recall
information? I want to determine whether a video becomes less effective in terms of recall
ability with extended duration instead of more informative.
Methodology
Testing Method
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To conduct my user research I recruited six participants to view a technical
instructional YouTube video. The steps are as follows:
1. Participants began with a background questionnaire to provide demographic
information, experience with the Internet, experience with instructional videos, and
knowledge of basketball.
2. Participants were split into two groups; one group was shown a short video (2:40
sec) and the other group was shown a longer video (5:38 sec).
3. After watching their respected videos the participants were administered a five-‐
question quiz.
4. Following the quiz was a brief interview to understand user preferences.
Measurements
The measurements I used to conduct my user research on technical instructional
videos include: a 5-‐question quiz to evaluate the ability for participants to recall specific
information from the video, and a follow-‐up interview to learn the participant’s opinions
and preferences. The quiz questions came directly from the information provided in the
video and will serve as a baseline measurement to assess user recall for my discussion.
The interview regarding the users preferences also provided me with information
regarding the effectiveness of the videos in question. I gained an understanding of how
focused the participants were during the entire duration of the video, or if participants lost
focus after a certain amount of time. The user feedback greatly helped me understand what
the users were thinking during the video.
Results
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Background Questionnaire
The background questionnaire revealed that all of the participants had background
experience with using the Internet and YouTube. Some of the participants stated they were
quite knowledgeable on the topic of basketball, but when compared to the quiz scores
background knowledge did not equate to higher scores than the less knowledgeable
participants. See Figure 1 below for the background questionnaire responses.
P1 P2 P3 P4 P5 P6 Q1: Gender
female female male male male female
Q2: Age
10-‐17 30-‐39 18-‐29 50-‐59 18-‐29 18-‐29
Q3: Occupation
student management student sales director student marketing assoaciate
Q4: How do you most often use a computer? (check all that apply)
entertainment, music, internet
work, personal email, internet
work, word processing, personal email,
entertainment, music, internet
work, personal email, internet
word processing, entertainment, music, internet
work, word processing, personal
email, music, photo/video, internet
Q5: How often, on average, do you use a computer? (check one)
weekly daily daily daily daily daily
Q6: How long have you been using a computer? (check one)
6-‐10 10+ 10+ 10+ 10+ 10+
Q7: How often do you use the Internet (not including email)? (check one)
7
weekly daily daily daily daily daily
Q8: How comfortable are you with using the Internet (not including email)?
5 5 5 5 5 5
Q9: How long have you been an Internet user? (check one)
3-‐5 10+ 10+ 10+ 10+ 10+
Q10: How often do you use YouTube? (check one)
weekly weekly monthly weekly daily weekly
Q11: How often do you view technical instructional videos on YouTube? (check one)
more than once more than once more than once once regularly more than
once Q12: How much knowledge and experience do you have with basketball?
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1 4 4 4 2
Quiz Data
The results from the quiz are illustrated in below. The orange corresponds to
participants in the short video group and blue corresponds to participants in the long video
group. The red fill represents an incorrect answer to the quiz question. The results are as
follows:
Short Video Group • Participant 1 scored 3 out of 5 • Participant 3 scored 5 our of 5 • Participant 5 scored 3 out of 5
Long Video Group • Participant 2 scored 5 out of 5 • Participant 4 scored 5 out of 5 • Participant 6 scored 4 out of 5
Figure 1
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The scores from each participant and the average score for each video group is
illustrated in Figure 2 below. The average score for the short video group was 3.667 and
the average score for the long video group was 4.667, an entire point higher.
Interview Data
The responses the participants provided to the interview questions greatly helped
to understand the discrepancy between the quiz scores. The responses about the videos the
participants were shown are all similar. All of the participants felt that the length of the
video their were shown was appropriate. The difference in answers between the short
video group and the long video group is that the long video group all mentioned they
enjoyed the demonstrations for each step and the inclusion of a clip of a professional
3.667
4.667
0
1
2
3
4
5
P1 P3 P5 Average (short)
Average (long)
P2 P4 P6
Score (out of 5)
Short Video Group Long Video Group
Quiz Scores
Figure 2
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basketball player. The fact that all three of the participants in the long video group stated
they liked the professional may have led to their higher quiz scores. The interview
response are listed in Figure 3 below:
P1 P2 P3 P4 P5 P6 Q1: On a scale of 1 to 5 (with 5 being very appropriate and 1 being very inappropriate) do you feel about the length of the video?
5
5 4 4 5 4
Q2: Did the video grab your attention?
yes, very informative
yes, learned something
new
yeah, instructor & demonstrator, different camera
angles
yes, upfront content, casual
manner
if I was looking to learn then yes yeah
Q3: Were you focused throughout the duration of the video?
yes yes no, I'm tired yes yes
yeah definitely (I think knowing I was getting quizzed played into
that) Q4: Was there anything you liked/disliked about the video?
very informational in describing
steps
liked shots of NBA, different angles, 5 steps
beginning/recap
liked-‐ explained steps
quantitative. Disliked-‐ more broad (other styles or methods)
liked-‐ video stopped and broke down separate parts, discussion dip v. not dip ray allen
liked-‐ execution of examples,
enough example and elaboration.
Disliked-‐ distracted by
bouncing balls in background
liked-‐ how laid out steps, support, protips
Discussion
The results from the quiz and the interview questions were surprising and
informative. The current research into the area of technical instructional videos shows that
the shorter the video the better. Long videos with a more formal tone are less effective;
Figure 3
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videos with slow pacing a tempt viewers to skip ahead and miss content (Pflugfelder, 2013,
pg. 133) (Morain and Swarts, 2012, pg. 10).
Users want to receive the information in as little time as possible, but the results
from my user research into technical instructional videos provided a different result. I
found that the longer video (5:45 sec) was more effective at teaching participants the steps
of shooting a jump shot in basketball.
My research question inquired whether a longer instructional video becomes
ineffective because of possible attention loss, which would lead to lower rates of retention.
The data collected from the quiz, to measure retention, and the interviews showed that the
longer video was more effective than the shorter video. Both the quiz scores and the
interview responses lead to the conclusion that the longer video was more effective and
lead to higher rates of retention. There may be multiple factors that lead to higher quiz
scores in the longer video group that I will discuss below
Background Questionnaire Discussion
The background questionnaire provided an understanding of the demographics of
the participants. All of the participants stated that they are very comfortable with using the
Internet and have at least some experience with technical instructional videos on YouTube.
The background understanding of the Internet and YouTube may have led to higher scores
on the quizzes than non-‐internet users.
When comparing the quiz scores to the background information P2 stands out
because they responded to question 12 (How much knowledge and experience do you have
with basketball?) with a 1 meaning very little knowledge, but after watching the long video
scored 5/5 on the quiz. P6 responded to have little knowledge about basketball (2) but was
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able to score 4/5 on the quiz after watching the long video. P1 stated to be somewhat
knowledgeable (3) but scored 3/5 on the quiz after viewing the short video. P3 responded
to be knowledgeable about basketball (4) and scored 5/5 on the quiz after viewing the
short video. I believe that the extended demonstrations and further discussion about the
steps in the long video are more beneficial to users with less knowledge and experience
with basketball.
Quiz Results Discussion
The average scores from the two groups shows that the longer video was more
effective in terms of participant’s ability to recall the information. The short video group
received an average score of 3.667; the long video group received a score of 4.667. The
group of participants that viewed the longer video scored on average 1 point higher on the
quiz. This data supports the conclusion that the longer video was more effective.
The results from the quiz scores showed a clear distinction between the two videos.
P1 and P5 scored 3 out of 5 on the quiz and both got question 1 (What percent of
jump shots does the video say you can make with this form?) and question 4 (How far
forward should your shooting foot be (in shoe lengths)?) wrong. It might be the case that the
answers to those specific questions were not covered in as much depth as with the longer
video. P6 also got one of the same questions wrong on the quiz (Q4), which could indicate
that this was a difficult question that required further elaboration that was not present in
the shorter video. The longer video breaks down the step with still images of how much
further forward the shooting foot should be. Neither video includes written words of how
much this distance should be, which may have lowered the retention of this piece of
information.
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The shorter video contained the same amount of content as the longer but lacked
the extended demonstration and explanation of the process. My the quiz data suggests that
for those who were less familiar with basketball would have higher levels of retention from
a longer instructional video that goes more in depth.
Interview Results Discussion
The results from the interviews also suggest that the longer video was more
effective because of the use of more examples.
All but one of the participants responded that they were focused throughout the
duration of their respective videos. P3, who watched the short video, responded to the
question of being focused throughout with, “no, I’m tired”. The participants energy level
was not important to the discussion of length of a video because P3 got all of the answers
right on the quiz. P3 did state that they were knowledgeable about basketball on the
background questionnaire, which may have helped them score high on the quiz. The
interesting thing about the interview responses from P3 do not match up with the video
they were shown. When asked about the appropriateness length of the video P3 rated the
video 4 on a scale with 5 being very appropriate and 1 being very inappropriate, and the
participant also stated, “good length (shorter is better), maybe more animations”. Later in
the interview P3 stated that he disliked the lack of explanation of the steps in the video and
wanted other possible styles or at least reasons why the selected method is the best option.
These statements actually support the findings that the longer video was more effective for
this audience.
All three of the participants in the long video group (P2, P4, and P6) stated that they
liked the demonstrations and explanations for each step of the process of shooting a
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basketball jump shot. All three also stated that they liked the discussion of the steps and the
inclusion of the NBA player, Ray Allen. P2 said in the interview that she, “liked shots of
NBA”. Because all three of the participants stating that they liked the real footage of a
professional player, the additional information and credibility from the clips of Ray Allen
helped the participants retain the information.
Likert Scale Response Discussion
The participants were asked after viewing the video to rate how appropriate they
felt the video was on a scale of 1 to 5 (1 being very inappropriate and 5 being very
appropriate). The data collected from this response was inconclusive. Both videos received
high scores. The average score of the short video group was 4.667 compared to the average
score of the long video group being 4.333. Both scores indicate that the participants
thought the length of the video was appropriate for the given task and purpose. The short
video group did rate the appropriateness of the length of the video higher even though they
received lower scores on the quizzes.
The short video group may have rated the appropriateness higher because viewers
seek to watch as short of a video as possible with an equal amount of information. While
both videos go over the same amount of information for the technical process of shooting a
basketball jump shot, the longer video goes into more discussion and demonstration of
each step. The participants in the long video group might have desired to watch a shorter
video on the same subject but received higher scores because of the reinforcement of the
information. The longer video was more effective for retention but might be less effective
for the intended users because they might not watch as long of a video.
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I believe the high ratings for both videos may be artificially high because all of the
participants have a relationship with me and wish to please me. Because I was the subject
of the videos and the moderator I feel that the participants may not have provided an
accurate response to the appropriateness of the length of the videos. If the participants and
moderator had been neutral the scores may have been different.
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Appendix A
YouTube Instructional Video User Research Project Plan
Brad Arrington University of Minnesota
Spring 2015
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Table of Contents Intro and Summary ……………………………………………………………………………………….…….….……….….……… 3
Research Question …………………………………………………………………………..………………………………………….. 4
Methodology …………………………………………………………………………………………..……………………………..……… 4
Measurements ………………………………………………………………………….…………………………………………..……… 5
Participants Background ………………………………………………………………………………..……………….………… 5
Dates of Testing ………………………………………………………………………….………………………………………..………. 6
References ………………………………………………………………………………………………………………………..……………. 7
Appendix A1 ………………………………………………………………………………………..……..……………………….………... 8
Appendix A2 ………………………………………………………………………………………..………………………………….……… 9
Appendix A3 ………………………………………………………………………………………………..………………………………. 11
Appendix A4 ………………………………………………………………………………………..………………………………………. 12
Appendix A5 ………………………………………………………………………………………..………………………………………. 14
Appendix A6 ………………………………………………………………………………………..………………………………………. 15
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Intro and Summary
The purpose of this project is to gain information about how effective YouTube
instructional videos are for users. I seek to gain an understanding about how long videos
can be before users lose focus and the video ceases to provide adequate knowledge.
Through this project I hope to notice a connection between the length of a video and the
users ability to recall information from the video. I believe that after a certain length of
time the user will no longer be able to recall important information from the technical
instructional YouTube video.
This project only compares video instructions and does not compare to print
medium, however a lot of current research between the two media have shown that
technical instructional videos lead to higher rates of retention than print. Kara Poe
Alexander (2013) at Baylor University found, “[Users] also retained more information
about the task after they had watched a video than after they viewed the print instructions”
(Alexander, 2013, pg. 251).
Continuing with the idea that users have higher rates of information retention from
video instructions over print, I want to gain information about whether duration of the
video affects retention among users. Another research project into technical instructional
videos by Matt Morain and Jason Swarts (2012) at North Carolina State University looked
into only the pacing of videos and not the overall duration but found, “Videos that were too
slow tempted viewers to skip ahead and thus risk missing content” (Morain and Swarts,
2012, pg. 10). Their findings of users skipping ahead in the video due to slow pacing could
also be a factor if users feel that a video, with adequate pacing, is simply too long and
decide to skip ahead.
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Ehren Helmut Pflugfelder (2013) makes interesting contrasts between video
manuals and web apps. He defines large technical instructional videos as manuals, which
provide great detail, visuals, and numerous chapters. These are large manuals such as a
GMC owner’s manual. Pflugfelder uses the example of the website Dropbox to compare the
difference to video manuals to a web app, which in this case, uses a casual tone and
provides a general overview. The Dropbox web app provides the necessary information
within its two-‐minute playing time (Pflugfelder, 2013, pg. 133). The distinctions Pflugfelder
makes provide a place to start while analyzing the retention and preferences of users for
technical instructional videos. Do users prefer a causal-‐tone short video or a formal-‐voice
longer video that provides more detail into the subject matter?
Research question
Does the duration of a technical instructional video affect the users ability to recall
information? I want to determine whether a video becomes less effective in terms of recall
ability with extended duration instead of more informative.
Methodology
To perform this test of the usability in terms of learnability for a technical
instructional video I will invite 6 participants to view an instructional video. The first group
will watch a longer video that is over 5 ½ minutes long and explains the process of
shooting a perfect jump shot in basketball. The second group will view an instructional
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video on the same topic of shooting a perfect jump shot but the video will be half as long, 2
¾ minutes in duration.
I will divide participants into 2 groups (Group A and Group B). Participants in Group
A will be shown the longer video and participants in Group B will be shown the shorter
video. After participants in both groups finish their respective videos I will administer a
brief 5-‐question quiz and then follow-‐up with a few interview questions
Measurements
The measurements I will use to conduct my user research on technical instructional
videos include: the 5 question quiz to evaluate the ability for participants to recall specific
information from the video, and the follow up interview to learn of the participants
opinions and preferences. The questions will come directly from the information given in
the video and will be a baseline measurement to assess user recall.
The interview regarding the users preferences will also provide me with
information regarding the effectiveness of the videos in question. It will provide me with an
understanding of how focused the participants are during the entire duration of the video,
or if participants lose focus after a certain amount of time. The user feedback will greatly
help me to understand what the users are thinking during the video, and if the longer video
becomes less useful because information is not retained. I hope to determine which video
participants believe to be the appropriate length.
Participants Background
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The five participants all have different demographics, and unfortunately because of the
subject matter of the videos knowledge if the sport of basketball may affect the results. I
will try to ask questions that pertain to the videos but do not focus on basketball as much
as possible.
Participant Gender Age Occupation
1 Male 58 Sales Director
2 Female 35 Receptionist
3 Female 21 Marketing
4 Male 22 College Sophomore
5 Female 12 Student
6 Male 21 College Senior
Dates of Testing
I will perform the testing between March 14th and March 21st. Participant 1 will be tested
on March 14th, participant 2 and 5 will be tested on March 15th, participant 4 will be tested
on March 18th, and participant 3 will be tested on March 21st. The testing will be performed
at two locations with the first being Black Coffee and Waffle Bar in Minneapolis, MN, and
the second will be from my father’s house in Maple Grove, MN.
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References
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
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
Pflugfelder, E. H. (2013). The minimalist approach to online instructional videos. Technical
Communication, 60(2), 131-‐146.
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Appendix A1
Bill of Rights for Usability Evaluators
You are not being evaluated The term “usability evaluation” refers to evaluating a software product (an application or Web service), not a person. The usability team considers you a partner in the design of the product. Any difficulties you encounter during this session help us identify which parts of the product need to be improved.
You may leave at any time You are taking part in the evaluation as a volunteer. You have the right to interrupt the evaluation or withdraw from it at any time, for any reason. You do not need to give a reason.
Your identity will be kept confidential Usability team members have signed Code of Conduct agreements that contain their promise to keep your identity confidential. Any reports resulting from this session will protect your anonymity. Any records from this session that might identify you will be kept confidential by the usability team. These include forms, notes, and recordings which could identify you. You may be recognizable on video or audio recordings, but this session will not be recorded without your written consent. You have the right to be informed what the session records will be used for. The records may not be used for purposes other than those you have agreed to unless your additional written consent is obtained.
Video and Audio Recordings will be destroyed upon request When no longer needed for design purposes, any video or audio recordings containing your picture or voice from this session will be destroyed. You have the right to request that the recordings from the session be destroyed, whether or not you complete the session.
You will be treated with respect You have the right to be treated politely and with respect during the evaluation. Humor is allowed, but you are invited to set the tone that you feel most comfortable with.
If you have any concerns about the fulfillment of these stated intentions, please contact David Rosen, Usability Services Manager, at 612-624-9365 or send email to [email protected].
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Appendix A2
Consent Form Title of Study: Usability of Software or Internet Products
You are invited to be in a research study in which you are asked to test the ease of use of a particular product, Technical Instructional Videos on Youtube. You have been identified as a possible participant because you are a potential user. I ask that you consider this research opportunity and ask any questions you may have before agreeing to be in the study. This study is being conducted by students in WRIT 4501: Usability and Human Factors in Technical Communication at the University of Minnesota under the instruction of Professor Lee-‐Ann Kastman Breuch in the Department of Writing Studies.
Background Information The purpose of this study is to observe persons interacting with a product to gain information about the ease of use of that product.
Procedures If you agree to be in this study, your participation will consist of a background questionnaire about your experience with the software product, viewing of a technical instructional YouTube video, a short quiz, and a short debriefing interview about your experience viewing the video. Your participation will not exceed 30 minutes of your time.
Risks and Benefits There are no foreseeable risks associated with your participation in this study. Participation in this study may benefit you by encouraging you to think about the ways in which web sites and software products could be improved to suit user needs and preferences. Your participation will also help students, program developers, and instructors learn more about product design improvements.
Voluntary Nature of the Study Your participation is strictly voluntary, and you are not required to participate in this study. You can withdraw from the study at any time. Your decision to withdraw will have no affect on your relationship with the University of Minnesota.
24
Confidentiality The records of this study will be kept private. In any sort of report that may be published, no information will be included that will make it possible to identify a subject. Pseudonyms or numbers will be used in place of your real name to protect your identity. If you agree to participate in interviews, your interviews will be recorded (either audio or videotape). Only student researchers will have access to these data.
Contacts and Questions The researcher conducting this study is Brad Arrington. You may ask any questions you have about the study now. If you have questions later, you may contact me through e-‐mail: [email protected] Phone: (763) 923-‐8200 You will be given a copy of this form to keep for your files. Professor Lee-‐Ann Kastman Breuch is instructor of this class. You can contact Professor Breuch with any further questions at [email protected] or (612) 624-‐6727. If you have any questions or concerns regarding this study and would like to talk to someone other than the researcher(s), you are encouraged to contact the Research Subjects’ Advocate Line, D528 Mayo, 420 Delaware St. Southeast, Minneapolis, Minnesota 55455; (612) 625-1650.
Statement of Consent I have read the above information. I have asked questions and have received answers to my questions. I consent to participate in the study. Signature Date Signature of Investigator Date
25
Appendix A3
Evaluator Briefing Script Example 1) Introductions (Thanks for coming in today, did you find everything okay in the process so far, etc.) 2) Agreement Form: You just completed our agreement form for usability evaluators. Did you have any questions about anything on the form? 3) Who I am: I’m from Brad Arrington, and I’m conducting research for a Senior Project. My research involves user’s experience with technical instructional videos on YouTube. 4) Give intro to design: Today you’ll be watching a YouTube instructional video and helping to evaluate its usability. 5) Bill of Rights - You read your Bill of Rights? Did you have any questions about it? a) The most important thing is that you are doing the evaluating and you are not
being evaluated.
b) If you happen to have any trouble your experience will help us to identify usability issues so they can be fixed and other users won’t have to struggle later. Other parts of the Bill of Rights – you’re here voluntarily and may leave, if you need to. I will be observing your session and we’ll be making video recordings of your responses. But your participation is confidential with the usability team, the audio and video recordings will be kept confidential, and notes and reports about the evaluation will not reveal your identity.
6) Is everything set up okay for you at the computer -- chair a comfortable height, the mouse
on the right side for you? 7) Your task is to simply view the instructional YouTube video and I will follow up with a brief
quiz and some interview question. Do you have any question or concerns before we begin? 8) Now that you’ve viewed the video I will administer the short quiz. Remember I am testing the
video and not you. 9) Thank you for completing the quiz I just have a few more questions to ask before the testing
is complete
a. On a scale of 1 to 5 (with 5 being very appropriate and 1 being very inappropriate) do you feel about the length of the video?
b. Did the video grab your attention? c. Were you focused throughout the duration of the video? d. Was there anything you liked/disliked about the video?
10) Thank you for your participation in my research project!
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Appendix A4
Background Questionnaire Thank you for helping us evaluate our client website. Before we begin, please tell us a little about yourself. 1. Gender: Male Female
2. Age: 10-‐17 18-‐29 30-‐39 40-‐49 50-‐59 60 +
3. Occupation: 4. How do you most often use a computer? (Check all that apply) I don’t use a computer Work Word Processing Personal Email Entertainment and Games Music Photo/video Internet Other – Please specify:
5. How often, on average, do you use a computer? (Check one) I have never used a computer Yearly Monthly Weekly Daily
6. How long have you been using a computer? (Check one) I have never used a computer Less than 1 year 1-‐2 years
27
3-‐5 years 6-‐10 years 10 + years
7. How often do you use the Internet (not including email)? (Check one) I have never used the Internet Yearly Monthly Weekly Daily
8. How comfortable are you with use the internet (not including email)?
Not comfortable Comfortable
1 2 3 4 5 9. How long have you been an internet user? (Check one) I have never used the internet Less than 1 year 1-‐2 years 3-‐5 years 6-‐10 years 10 + years
10. How often do you use YouTube? (Check one) I have never used the Internet Yearly Monthly Weekly Daily
11. How often do you view technical instructional videos on YouTube? (Check one) I have never viewed an instructional video on YouTube Once More than once Regularly
12. How much knowledge and experience do you have with basketball?
Not Very Knowledgeable Very Knowledgeable
1 2 3 4 5
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Appendix A5 Interview Questions
1. On a scale of 1 to 5 (with 5 being very appropriate and 1 being very inappropriate) do you feel about the length of the video?
2. Did the video grab your attention?
3. Were you focused throughout the duration of the video?
4. Was there anything you liked/disliked about the video?
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Appendix A6 Quiz Name:
1. What percent of jump shots does the video say you can make with this form?
2. How many steps are there to a perfect jump shot?
3. What is step 3 of the perfect jump shot?
4. How far forward should your shooting foot be (in shoe lengths)?
5. What percentage more time does the dip take up?
30
Appendix B Background Questionnaire Thank you for helping us evaluate our client website. Before we begin, please tell us a little about yourself. 1. Gender: Male Female
2. Age: 10-‐17 18-‐29 30-‐39 40-‐49 50-‐59 60 +
3. Occupation: 4. How do you most often use a computer? (Check all that apply) I don’t use a computer Work Word Processing Personal Email Entertainment and Games Music Photo/video Internet Other – Please specify:
5. How often, on average, do you use a computer? (Check one) I have never used a computer Yearly Monthly Weekly Daily
6. How long have you been using a computer? (Check one) I have never used a computer Less than 1 year 1-‐2 years
31
3-‐5 years 6-‐10 years 10 + years
7. How often do you use the Internet (not including email)? (Check one) I have never used the Internet Yearly Monthly Weekly Daily
8. How comfortable are you with use the internet (not including email)?
Not comfortable Comfortable
1 2 3 4 5 9. How long have you been an internet user? (Check one) I have never used the internet Less than 1 year 1-‐2 years 3-‐5 years 6-‐10 years 10 + years
10. How often do you use YouTube? (Check one) I have never used the Internet Yearly Monthly Weekly Daily
11. How often do you view technical instructional videos on YouTube? (Check one) I have never viewed an instructional video on YouTube Once More than once Regularly
12. How much knowledge and experience do you have with basketball?
Not Very Knowledgeable Very Knowledgeable
1 2 3 4 5
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Background Questionnaire Responses
P1 P2 P3 P4 P5 P6 Q1: Gender
female female male male male female
Q2: Age
10-‐17 30-‐39 18-‐29 50-‐59 18-‐29 18-‐29
Q3: Occupation
student management student sales director student marketing assoaciate
Q4: How do you most often use a computer? (check all that apply)
entertainment, music, internet
work, personal email, internet
work, word processing, personal email,
entertainment, music, internet
work, personal email, internet
word processing, entertainment, music, internet
work, word processing, personal
email, music, photo/video, internet
Q5: How often, on average, do you use a computer? (check one)
weekly daily daily daily daily daily
Q6: How long have you been using a computer? (check one)
6-‐10 10+ 10+ 10+ 10+ 10+
Q7: How often do you use the Internet (not including email)? (check one)
weekly daily daily daily daily daily
Q8: How comfortable are you with using the Internet (not including email)?
5 5 5 5 5 5
Q9: How long have you been an Internet user? (check one)
3-‐5 10+ 10+ 10+ 10+ 10+
33
Q10: How often do you use YouTube? (check one)
weekly weekly monthly weekly daily weekly
Q11: How often do you view technical instructional videos on YouTube? (check one)
more than once more than once more than once once regularly more than
once Q12: How much knowledge and experience do you have with basketball?
3
1 4 4 4 2
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Appendix C Quiz Questions
6. What percent of jump shots does the video say you can make with this form?
7. How many steps are there to a perfect jump shot?
8. What is step 3 of the perfect jump shot?
9. How far forward should your shooting foot be (in shoe lengths)?
10. What percentage more time does the dip take up?
P1 P2 P3 P4 P5 P6 Q1: What percent of jump shots does the video say you can make with this form?
5%
50% 50% 50% 5% 50%
Q2: How many steps are there to a perfect jump shot?
5 steps 5 5 steps 5 5 5 Q3: What is step 3 of the perfect jump shot?
dip dip dip dip dip dip Q4: How far forward should your shooting foot be (in shoe lengths)?
slightly ½ shoe lendth ½ ½ shoe length shoe length 1 foot
Q5: What percentage more time does the dip take up? 5% 5% 5% or more 5% 5% 5% Total 3 5 5 5 3 4
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Appendix D
Interview Questions
5. On a scale of 1 to 5 (with 5 being very appropriate and 1 being very inappropriate) do you feel about the length of the video?
6. Did the video grab your attention?
7. Were you focused throughout the duration of the video?
8. Was there anything you liked/disliked about the video?
Interview Responses
P1 P2 P3 P4 P5 P6 Q1: On a scale of 1 to 5 (with 5 being very appropriate and 1 being very inappropriate) do you feel about the length of the video?
5
5 4 4 5 4
Q2: Did the video grab your attention?
yes, very informative
yes, learned something
new
yeah, instructor & demonstrator, different camera
angles
yes, upfront content, casual
manner
if I was looking to learn then yes yeah
Q3: Were you focused throughout the duration of the video?
yes yes no, I'm tired yes yes
yeah definitely (I think knowing I was getting quizzed played into
that) Q4: Was there anything you liked/disliked about the video?
very informational in describing
steps
liked shots of NBA, different angles, 5 steps
beginning/recap
liked-‐ explained steps
quantitative. Disliked-‐ more broad (other styles or methods)
liked-‐ video stopped and broke down separate parts, discussion dip v. not dip ray allen
liked-‐ execution of examples,
enough example and elaboration.
Disliked-‐ distracted by
bouncing balls in background
liked-‐ how laid out steps, support, protips
36
Appendix E
Short Technical Instruction Video Link
https://www.youtube.com/watch?v=uinjgadPHbQ&feature=youtu.be
Long Technical Instruction Video Link
https://www.youtube.com/watch?v=WdY6KgRERvI
