Understanding Practices, Device Ecologies, and Challenges in Video-Based Software Learning: An Empirical Study and Design Opportunities

Video-based tutorials are a primary resource for learning feature-rich software, yet less is known about how learners coordinate tutorial viewing and software execution across device arrangements during authentic learning tasks. We conducted a mixed-methods study combining a survey of 87 learners with contextual inquiries involving eight participants. The survey characterized learning practices, device configurations, and frictions; the contextual inquiry analyzed pauses, rewinds, and task-blocking stuck moments as observable interaction breakdowns revealing underlying usability barriers. Findings show that frictions stem from insufficient input information, dense instructional pacing, preset or state mismatches, and missed or extra operations disrupting watch-and-do workflows. We identify design opportunities including input-action overlays, step-level segmentation, preset and state checkpoints, structured subgoal outlines, and coordination support across device ecologies. This work provides empirically grounded insights into situated video-based software learning and translates observed interaction breakdowns into actionable design implications.