The emergence of high-performance mobile devices and communication networks has provided people with new ways of producing video content. In the past, people recorded videos using professional devices such as camcorders, but now they use their smartphones, wearable video recorders and drones. Because of this change, there is strong interest among users in Internet of Things environments in the context of how video is captured, edited, shared and interacted with. In particular, trends show a shift from professional-edited video content to user-generated video content, with the increasing popularity of video-sharing social media and the emergence of new video recording devices. However, there have been very few studies that have explored how a snapshot video can be edited. Only a few researchers have studied the effects of video on social interaction among users, and they have failed to consider how video content creation can facilitate social interaction. Therefore, we conducted experimental research to discover the impact of scene format (narrative focus and perspective) of everyday videos on narrative engagement and social interaction. We conducted two studies: (i) single condition effect of narrative focus and narrative perspective, and (ii) mixed condition effect of narrative focus and narrative perspective. The results indicated that the single narrative focus and narrative perspective affects narrative engagement and its four sub-constructs. In addition, the mixed narrative focus and narrative perspective affected narrative engagement, and the effects of interaction between them were determined. According to narrative engagement patterns, the tendencies of social interactions, including various system features, were different. The implications and limitations of the study's results are discussed in the final section of the article.
Bibliographical noteFunding Information:
This research was supported by Basic Science Research Program through the National Research Foundation of Korea (NRF) funded by the Ministry of Education (NRF-2016R1D1A1B02015987).
© The Author(s) 2018.
All Science Journal Classification (ASJC) codes
- Human-Computer Interaction