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1.1 Short Video Sharing Platforms Short video platforms have become a popular form of social media applications among millennials for sharing entertaining contents (Patrick, 2018). Most short video platforms are mobile applications, where users can create, edit, share, and view short videos. Short videos have a standardized short duration ranging from few seconds to few minutes; the relative convenience of content generation, rapid content transmission, and emphasis on sociality are the distinct attributes of short video platforms (Zhao & Wang, 2015). TikTok is a popular short video platform, introduced in China and fast growing with over a half billion users from all around world (Zhong, 2018). The platform enables many short video specific features such as “Duet” (to create a duet video with another user) and “React” (to comment with a video) to encourage new collaborative and immersive user experiences. Bilibili is a Chinese video-sharing website, which was derived from a Japanese video-sharing website, Niconico, currently with more than 200 million users (Wang, 2016). Videos could last from few seconds to few hours in Bilibili. Besides short video specific platforms, other social media platforms also integrate short videos as one of the UGC sharing media forms. Instagram has released the “Instagram story” feature, which is a personal feed of photos and videos within Instagram and can only exist for 24 hours (Instagram, 2019). The duration of each story is limited to 15 seconds. The feature has reached a great success with more than 400 million active users out of its total 1 billion users (Ahmad, 2018). 1.2 Knowledge and Skill Sharing in Videos Based on the success of entertainment-oriented short video sharing platforms, knowledge sharing has also become important part of their services. The categories of shared knowledge on TikTok vary from creative skills and personal experience to explicit knowledge such as science, technology, and culture (CBNData, 2017). Su (2018) found that users would have a positive attitude on TikTok because they can learn many skills beneficial in their daily lives. Learning in the form of shorter video will significantly encourage learners to take part in task-relevant activities and reduce task-irrelevant activities (Szpunar, 2013). Videos have been broadly used in knowledge sharing from social media to Massive Online Open Class (MOOC) platforms. Studies show that viewers are more engaged with knowledge sharing videos shorter than 3 minutes on MOOC platforms (Guo et al., 2014); videos less than 5 minutes are likely to succeed in providing a better knowledge-obtaining experience for users by improving their learning attitude, effectiveness, and engagement (Hsin & Cigas, 2013). Other studies offered insights to improve users’ learning experience in video-based MOOC platforms: the ease of access to knowledge in the comment section will help viewers better understand the content of the video (Monserrat et al., 2014); users on collaborative video platforms are more willing to share their opinions and knowledge than on traditional forum platforms (Wu et al., 2018). 2 Research Questions and Methods Previous studies affirm the potential of short videos as an effective medium for learning creative skills through social interactions and collaborative content creation and sharing. However, most of those studies are about video durations and knowledge sharing in MOOC platforms that have specific learning objectives. User behaviours in short video sharing platforms have been under-studied when it comes to their potential of creative skill sharing where the boundary between learning and playing is blurred. Also, there has been little discussion regarding user experience and interaction design opportunities in popular shortPDF Image | Learning and Sharing Creative Skills with Short Videos
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