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Proceedings of the IASS Annual Symposium 2019 – Structural Membranes 2019
Form and Force
7 – 10 October 2019, Barcelona, Spain
C. Lázaro, K.-U. Bletzinger, E. Oñate (eds.)
Copyright © 2019 by <Anahita KHODADADI, Niloufar EMAMI>
Published by the International Association for Shell and Spatial Structures (IASS) with permission.
Tutorials for Tutorials: Guidelines for Creating Video Tutorials
on Teaching Structural Morphology to Architecture Students
Anahita KHODADADI*, Niloufar EMAMIa
* Portland State University
Portland, OR
Anahita2@pdx.edu
a Louisiana State University
Abstract
In several fields of studies, audio-visual tutorials have been employed to convey teaching materials to
students. Video tutorials significantly contribute to demonstration-based training where the student
acquires the knowledge, skills, and attitudes by observing some easy-to-follow examples of performing
a task. Although video tutorials are widely used and disseminated nowadays, still little is known about
the effectiveness of the produced videos as well as the design characteristics of an effective tutorial.
This paper aims to provide guidelines for the creation of software training tutorials. Specific needs and
backgrounds of architecture students are considered in the preparation of the guidelines. This study
begins with describing the theoretical research on the measures that can support students’ attention,
retention, production, and motivation within a demonstration-based training. Then, three series of open-
access, well-known, high-quality instructional videos are selected for evaluation using the measures.
These case studies include tutorials for Rhinoceros which is a NURBS modeling CAD software, the
tutorials for the DIVA 4.0 plugin for Grasshopper which is used for daylighting analysis, and tutorials
on Karamba3D plugin for Grasshopper respectively. The main objective of the evaluations is to
highlight the potentials for improvement of these tutorial series and production of similar instructional
videos to serve architecture students better. In the end, a series of video tutorials on configuration
processing of spatial structures using Grasshopper is introduced.
Keywords: Video tutorial, software training, computational design, architecture education,
demonstration-based training, configuration processing, spatial structures
1. Introduction
In Cambridge dictionary, a “tutorial” refers to a period of study with a tutor when an individual or a
small group of students receive instructions in a certain area. Nowadays, a “tutorial” implies a computer-
based medium that is to assist users within a learning process. The first research paper on the creation
and development of an audio-visual tutorial program was published in 1969. The paper represents a
multi-faceted and multi-sensory approach to teach Principles of Biology [1]. During the 1970s and the
1980s, application of videos in vocational training and professional development have been studied
through several empirical studies [2]. In the 2000s, multimedia tools and animations have been
employed to add values to video tutorials and improve students’ learning process. The “do it yourself”
approach among today’s young generation [3, 4] in addition to extensive development of video
streaming websites such as YouTube and Vimeo have made video tutorials a popular educational tool.
Video tutorials are used for a variety of educational purposes. The primary aim is to demonstrate a
Proceedings of the IASS Annual Symposium 2019 – Structural Membranes 2019
Form and Force
2
procedure. For example, software companies are offering video tutorials on their websites on how to
use their software systems. Besides, videos of a live class can be recorded as a backup learning material
for students who miss some sessions of the class or need to review the presented materials at their own
pace. Furthermore, instructional videos are useful when a lecture is offered for in-class and online
courses at the same time. Social media, professional associations, and online learning centers such as
LinkedIn Learning, Coursera, Education @USGBC provide online courses using instructional videos.
In the recent years, teachers who employ an active learning approach [5, 6] in their classes seem to have
a significant tendency to require students to make videos themselves as a leaning output [7].
Although computer-based tutorials are widely used and disseminated, still little is known about the
design characteristics of an effective tutorial. Computer-based tutorials can be classified into video
tutorials, interactive tutorials, and webinars. The scope of this study includes only the first category, and
this paper is to represent a critical review of the application of video tutorials and guidelines for creating
effective instructional videos for training architecture students to apply some software systems.
2. Application of video tutorials, benefits, and challenges
Video tutorials can assist students in acquiring knowledge, skills, and attitudes by observing some easy-
to-follow examples of performing a task [8]. Studies on the effectiveness of video tutorials indicate that
providing students with online instructions is always better than no instruction [9]. Multiple means of
representation, engagement, and expression through video tutorials provide students with various ways
to collect information and interact with [10, 11]. However, visual or auditory learners benefit more.
Students who value learning at their own pace prefer hands-on or interactive tutorials [12, 13].
In an architecture program, there are some courses on computer-aided design, structural analysis, and
environmental design where students learn to apply some software systems. Instructors can benefit from
video tutorials to show not only the application of a certain software system but also their thought
process. The way a professional thinks, analyzes a problem, and implements a solution may be
dramatically different from novices’ approach. The instructional videos allow instructors to dedicate
more class time for active learning practices and critical thinking while , providing instructions on using
the required software through video tutorial before or after class time
Video tutorials have other advantages. Screencasts can be accessed repeatedly anywhere on a PC or a
mobile device. Additionally, video tutorials can provide students with the congruence between the
screen-capture and real-life task execution. Hence, students may find it easier following a screencast
coupled with narration rather than referring to the user manual of software or the class handouts to
accomplish the given task. Some students may use video tutorials only to learn about performing a
certain task. When they successfully solve the problem, a considerable part of what they have learned
may be quickly forgotten.
Although the immediate positive effect of video tutorials on the learning process has been verified in
several studies, still, their long-term efficacy has not been proved [13, 14]. The next section reviews the
characteristics of effective video tutorials in the short term and in the long run.
3. Characteristics of effective video tutorials
An appropriate framework for designing video tutorials is a demonstration-based training (DBT) process
[8, 15]. Within a demonstration-based training approach, students observe a dynamic model of
performance and follow the simultaneous instructions to complete a certain task. The DBT is founded
on four main interrelated components: attention, retention, production, and motivation [14, 15, 16].
Attention is the mechanism that determines what information reaches the processing stage. Retention
Proceedings of the IASS Annual Symposium 2019 – Structural Membranes 2019
Form and Force
3
indicates that the incoming information needs to be transformed into a mental model or symbolic codes
that can be stored in long-term memory. Production refers to the use of the created mental models as a
guide or standard for carrying out similar tasks to the one that has been demonstrated during the training
process. Motivation is the foundational component that acts as a driving force behind the other three.
Attention, retention, and production may never take place without enough motivation. Motivation stems
from the mental effort to seek a learning goal and the commitment to accomplish a learning process.
Some teachers believe that short and clear visual instruction is always useful regardless of its specific
format [17]. However, there are some measures that can be considered to support attention, retention,
production, and motivation within a DBT process. The effectiveness of each measure has been studied
separately through several empirical and theoretical studies, and their significant effects on enhancing
the learning procedure have been proved [14].
In the following section, a series of measures are introduced for creating video tutorials with specific
consideration of architecture students’ needs and backgrounds. These measures stem from the
techniques that can support the four main components of a DBT process. The measures address the three
major principles in designing any instructional video: the configuration of the whole body of the video,
presentation techniques, and considerations regarding the interaction with the users.
3.1 Configuration of an effective video tutorial
Regarding the configuration of the video tutorials’ content, the following measures can be considered:
• Previewing informs the students about the goal, jargons, and the main ideas in the video and assists
students to remain focused on task-relevant information. Creating a table of content allows students
not only to get a first impression of the whole content but also to navigate between different sections
and sub-sections of the series of the videos [18].
• Splitting (segmentation) a continuous instruction into meaningful and short sections help students
to understand the demonstration as discrete items and learn the content better [14, 18] Short videos with
a length of 3 to 5 minutes make the learning goals in the students’ minds more accessible.
• A simple-to-complex task sequence enhances the students’ commitment to accomplish the learning
process. The complexity of the tasks described in the video should be increased gradually and not
sharply to keep them assured of being able to carry out the task and, at the same time, confront them
with a new attainable challenge and make the whole process interesting [19, 20].
• Anchoring the instructions within the task domain allows the students to instantly recognize the
value and relevance of the learning material to their daily professional life. This will keep them
motivated to proceed through the whole series of instructional videos [21, 14].
• Reviewing the taught material in each or every few sections can recap the main information [22].
Videos are considered as visual references, and students require to assess and adapt their progress
periodically. Studies indicate that usually 20% of each video tutorial is reviewed by the students to make
sure that they have understood the main content [19].
• Practicing stimulates students to construct meaning, consolidates learning, and bring omissions or
misunderstanding to attention. The instructions may be processed superficially or remain passive in
students’ minds. Practicing can prevent such malfunction and stabilize learning by reviewing the created
mental model in students’ minds [18]. Appropriate arrangement of practices depends on the main goal
of watching the video tutorials as well as students’ prior knowledge. For job-aiding purposes, immediate
practice after each video section is recommended [23]. Besides, if the students have a high prior-
knowledge, they may benefit more from trying to carry out a task before watching the video [16]. Such
a challenge makes them motivated to follow the video and connects their known and new information.
If no pre-assessment of students’ prior knowledge is available, practicing after given instruction is
recommended [16].
Proceedings of the IASS Annual Symposium 2019 – Structural Membranes 2019
Form and Force
4
3.2 Presentation skills in an effective video tutorial
Regarding the presentation of materials, the following measures should be taken into account:
• Determining the appropriate speed or pace of instructions highly depends on the students’
characteristics. But, in general, fast instruction may overload the students, and a slow one may make
them bored [19]. Opting for a moderate pace seems a conservative decision.
• Cueing or signaling allows emphasizing on a structure, location, or object and makes them stand
out. The signals may be provided verbally, such as changing the intonation of narration or scripting the
screencast using some keywords and statements, or visually by applying attractive colors, creating
animations with sudden appearance or movement [18].
• Using conversational style to narrate the demonstration makes the students feel comfortable to
follow the instructions. Using personal pronouns and self-revealing comments of the instructor can be
helpful in this regard [19, 24].
• Maintaining the audio quality and preventing the background noise can support the students’
concentration on learning materials.
• Supplying ready-to-use practice files prevents students from distractions and allows them to focus
only on learning materials [19].
3.3 User interaction and control in an effective video tutorial
User control is an important aspect that needs to be addressed.
• It is highly recommended to allow the user to manually control the learning process. The transient
nature of the video tutorials may hinder students from digesting the incoming information and
connecting it with what already is known. Giving the students a brief respite as they need by applying
pause, stop, and play helps to control the pace of information intake and mental analysis [18].
• Providing students with a space for giving feedback on the content and design of the videos,
allows sharing their personal experiences or even uploading examples of their accomplished task. This
space can be available on the course webpage, social media, or video streaming websites. Studies have
shown that practices accompanied by feedback can help students to adjust and correct the procedural
knowledge that they are acquiring [25, 26].
Although there are some measures to create an effective video tutorial, there are some other features in
designing video tutorials that don’t improve or are not associated with learning. These features include
the gender of the instructor, presence of the instructor’s face on the screen, pauses within the video
determined by the video creator instead of the user [27]. Table 1 briefly summarizes the characteristics
of effective video tutorials.
Table 1: Four components of a DBT process, namely attention, retention, production, and motivation are mapped
onto three major principle of designing a video tutorial, namely the configuration of the whole body of the video,
presentation techniques, and considerations regarding the interaction with the users.
DBT Learning component
Design consideration of video tutorial
Measures and implementation techniques
Attention
Configuration of video tutorials
Previewing
Retention
Motivation
Configuration of video tutorials
Segmentation
Motivation
Configuration of video tutorials
A simple-to-complex task sequence
Motivation
Configuration of video tutorials
Instructions within the task domain
Retention
Configuration of video tutorials
Reviewing
Production
Configuration of video tutorials
Practicing
Attention
Retention
Presentation of video tutorials/ user control
Suitable speed or pace
Attention
Presentation of video tutorials
Cueing or signaling
Motivation
Presentation of video tutorials
Conversational style
Attention
Presentation of video tutorials
Audio quality
Production
Presentation of video tutorials
Ready-to-use practice files
Retention
User control of video tutorials
Manual user control
Production
Motivation
User control of video tutorials
Feedback and discussion
Proceedings of the IASS Annual Symposium 2019 – Structural Membranes 2019
Form and Force
5
4. Evaluation of three series of video tutorials in the field of architecture
Three series of video tutorials for software training in the field of architecture are evaluated using the
described measures. These series include tutorials for Rhinoceros [28], DIVA 4.0 plugin for
Grasshopper [29], and Karamba 3D plugin for Grasshopper [30, 31]. It should be noted that all of these
series of instructional videos are high-quality and reliable references for learning the corresponding
software systems. The main objective of conducting evaluations in this study is to highlight the strong
aspects of each series, and to identify the future improvement for producing similar instructional videos
with the goal of better serving architecture students.
Rhino tutorials are produced by the Robert McNeel & Associates Company and present topics on this
NURBS modeling CAD software. Some of the videos are open-access, and some of them require
registration and payment. A general overview of the software along with the basic instructions are
presented in a few separate videos, and the advanced instructions are presented throughout a series of
modeling examples. Some of the examples are within the architectural design domain, and some of them
concentrate on modeling the non-architectural products. The tutorials for DIVA 4.0 are produced by the
Solemma Company, and all the videos are open-access. The videos are almost the only available
reference for training for daylight and thermal analyses of buildings using DIVA. In contrast, the website
of Karamba3D represents a list of open-access and high-quality video tutorials produced by different
individuals. The list of videos includes different examples of structural analysis and is sorted by the type
of structure that is studied versus the level of simplicity of the instructed topic. Table 2, presents the
result of the evaluation of the three series of video tutorials using the described measures.
Table 2: Evaluation of Rhino, DIVA 4.0, and Karamba3D tutorials using the measures described in Section 3
Measures
Rhino
DIVA 4.0
Karamba3D
Previewing
No preview
A brief description of the
whole video in 3 to 4
sentences
Keywords are provided.
Some of the tutorials include an
overview of the parametric model at
the beginning. Some static slides are
added to the screencast to include
some supplemental materials [31].
Segmentation
Each topic is presented in a
single 1-hour-long video
Each topic is presented in
a single 12 to 27-minute
video
Each topic is divided and presented
in a series of 2 to 9-minute video
The task sequence
Videos are sorted regarding
their topic and not their
level of complexity
Videos are sorted based on
their level of complexity
Videos are sorted regarding their
topic and not their level of
simplicity
Instructions domain
Knowing the wide
application of Rhino, only a
few architecture-specific
tutorials are available
Instructions within the
task domain
Instructions within the task domain
Reviewing
No review is included
No review
The video includes reviewing part
Practicing
No practice file
Practice examples are
available
Practice examples are available
Speed or pace
Users can control the pace
Users can control the pace
Users can control the pace
Cueing or signaling
Only minor intonation
change
Only minor intonation
change
Only minor intonation change
Narration style
Conversational
Conversational
Conversational
Audio quality
Acceptable
Acceptable
Some of the tutorials have
background noise [30]
User control
Manual user control
Manual user control
Manual user control
Feedback and
discussion
Possible for each video on
Vimeo
Possible for each video on
Vimeo, YouTube, and
diva4rhino.com
Possible for each video on Vimeo,
YouTube, and [32]
Proceedings of the IASS Annual Symposium 2019 – Structural Membranes 2019
Form and Force
6
5. Implementation in a video tutorials series on configurational processing of spatial
structures
The result of the evaluation of the well-known references for software training in the field of architecture
supports the provided guidelines for producing a series of video tutorials on configuration processing of
spatial structures in Grasshopper. These video tutorials are available at [33]. Each video tutorial includes
a table of content that allows students to choose the topic for learning (figure 1). Each topic starts with
an overview of the steps for making the parametric model, where the outcome of each step is
demonstrated (figure 2). The topics are arranged from simple to complex. In all the videos, first, different
approaches for configuration processing of a certain type of spatial structures are analyzed; then,
implementation of the suitable approach through the Grasshopper feature is demonstrated. The
screencast is combined with the narration and scripting using some keywords and statements. Students
can review the materials by moving forward or backward throughout the video. Some ready-to-use
practice files are available for download. Furthermore, students are encouraged to share their ideas of
configuration processing via the comment tab.
Figure 1: The table of content that allows student to choose the topic for learning
Figure 2: An overview of the steps of the parametric model
Proceedings of the IASS Annual Symposium 2019 – Structural Membranes 2019
Form and Force
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6. Conclusion
In this study, a number of measures are derived from the existent theoretical and empirical studies to
support four pillars of learning, including attention, retention, production, and motivation, within a
software training process using instructional videos. The described measures address the three aspects
of creating a video tutorial, including the configuration of the whole body of the video, presentation
techniques, and considerations regarding the interaction with the users. Next, three series of video
tutorials for architecture students are evaluated using the introduced measures. Afterward, a work in
progress was introduced where a series of video tutorials are being created on the configuration
processing of spatial structures. In a time where computer software systems are widely used by
professionals, and where many instructors create video tutorials for teaching, it is important to know the
features of effective video tutorials and how they can be improved. This paper can be helpful to
educators for making educational resources.
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