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considerations to encourage users to create and share work on short video platforms. First, platforms could assign deeper meanings to value video posts beyond clicking “Like”, for example, by donating monetary currency. Bilibili users donate “Bilibili coin” to a video post to express their conscious appreciation compared to “Like”. It meets their need to more tangibly contribution to the creators and the need of creators who eager for meaningful feedback. Second, platforms could nurture the community to admire and value others’ practice and progresses so that more users, like the Learner Creator group would feel more comfortable and supportive to create and share content. For example, Facebook has enabled users to express varied reactions to a post in different emoji icons, which diversify their feedback beyond “Like” or “Dislike”. Third, platforms could help creators discover trending challenges for creative practice in relation to their learning goals and connect to other users with similar interest. [Figure 4] shows that this strategy highly targets the problems of multiple user groups in Watching phase and Sharing phase. 4.2. Video Previews and Comment Categories While short videos are engaging to watch, the research shows that there are opportunities to improve user experience of browsing and archiving video content. First, platforms can provide multiple media formats to describe the videos more accurately in the preview so that users could expect the content before viewing. Second, platforms can provide a rating system to guide skill level requirement of the videos. Third, Chapter 3.1 shows that users with different learning attitudes would preferred different types of comments. Platforms can thus provide a comment categorization and a key information-finding feature for viewers to browse specific types of comments based on their preferences. [Figure 4] shows that this strategy highly targets the problems of user groups with knowledge learning intentions, like the Content Browser, the Learner Creator, and the Fan Art Creator, as well as user group who are with knowledge sharing intentions, like the Influential Creator group. 4.3. Personal Tracking, Assessment, and Guidance for Creative Practice The research also shows that users encounter many challenges in continuing their practice on short video platforms. Thus, we recommend a learning evaluation and situation prediction system, with which platforms can provide features to track user’s activities, progress, and achievements in learning and practicing drawing skills. These strategies aim to build users' learning confidence and keep them motivated on the knowledge learning. Allow users to customize the categories of archiving or tagging videos beyond “like” so that users could easily organize and retrieve them according to their learning levels and goals. This custom categorization could further expand to an adaptive system that automatically generates appropriate category labels and recommends related video posts for archived videos. A template to guide which process to follow to complete a drawing tutorial video and preview the potential outcomes of the work they are planning to create can be useful for beginners. Also, assessing the quality of a drawing posted in a video can allow user to track their progress and for other viewers to consider the quality as their resource for learning. [Figure 4] shows that the users with needs of video watching—The Content Browser, the Learner Creator, and the Fan Art Creator—would be benefited from this strategy. 5. Discussion and Conclusion This study was motivated to understand users’ creative practice in short video sharing platforms and collected popular videos of drawing practice selected from each platform (3 from TikTok, 2 from Bilibili, and 3 from Instagram). Then this study collected viewers’ publicPDF Image | Learning and Sharing Creative Skills with Short Videos
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