Available online at www.sciencedirect.

com

ScienceDirect
Procedia Engineering 196 (2017) 1088 – 1097

Creative Construction Conference 2017, CCC 2017, 19-22 June 2017, Primosten, Croatia

An approach to develop video tutorials for construction tasks

Abdur Rehman Nasir*, Hans-Joachim Bargstädt
Institute of Construction Engineering and Management at Bauhaus-Universität Weimar, 99421 Weimar, Germany

Abstract

Effective communication between parties involved in a project is always considered a vital factor for a successful project. The
construction industry’s driving workforce i.e. the workers on site is mostly reliant upon verbal instructions for task execution due
to limited capacity and resources of contractors. The existing construction labors are usually instructed verbally on the site which
at times makes it more difficult for the low-skilled category workers to comprehend the task due to factors like less education and
language related communication barriers. This reliance on human-variable verbal instructions causes ineffective communication
which might leads to situations like inadequate productivity, workface questions, rework and unsafe conditions on the site. In
order to overcome the shortcomings lying under the typical verbal instructional methodology, studies have surfaced with the
objectives to make human variable process uniform with written instructions alongside relevant construction drawings. However,
this paper-based instructional methodology can also be less impactful among less-skilled construction workers due to their lack
of knowledge and visualization capabilities about particular tasks. Instances of multiple languages in this globalized construction
world also result in increasing communication barriers.
With an intention to make communication more effective with the on-site workers, the study proposes the formulation of visual
task instructions with BIM innovation. This study presents a model for developing virtually animated video tutorials of
construction tasks with an easy and comprehensible instructional content. These video based task instructions following how-to-
do thematic design will create ease in elaborating sequential steps to workers for easy following on the ground.

©
© 2017
2017TheTheAuthors. Published
Authors. by Elsevier
Published Ltd. Ltd.
by Elsevier This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the scientific committee of the Creative Construction Conference 2017.
Peer-review under responsibility of the scientific committee of the Creative Construction Conference 2017
Keywords: Construction worker, Construction task, Task instruction, Video tutorials, BIM, Building Information Model

* Corresponding author. Tel.: +49 (0) 36 43/58 43 87; fax: +49 (0) 36 43/58 45 65
E-mail address: abdur.nasir@uni-weimar.de

1877-7058 © 2017 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the scientific committee of the Creative Construction Conference 2017
doi:10.1016/j.proeng.2017.08.066
 Abdur Rehman Nasir and Hans-Joachim Bargstädt / Procedia Engineering 196 (2017) 1088 – 1097 1089

1. Introduction

Project success is mainly considered on the basis of its completion on time, under defined financial resources and
quality meeting the standards [1]. However, to achieve this success, effective communication between all the
stakeholders of a project is a critical [2]. Construction sector in this regard is no exception as well. The sector is also
a home to various stakeholders where frequent collaboration is required to achieve the project objectives. The
complex communication patterns in the sector have resulted in difficulty to achieve appropriate interactions between
stakeholders [3]. On construction sites, problems like conflicts and low productivity are caused due to improper
communication among construction workers [4]. Misunderstanding and lack of understanding are common instances
that occur on a construction site due to language differences [5].
The construction stakeholders have for ages relied on verbal and paper-based workflows that focus on a single
project discipline or function, and sequentially passing the outputs of decisions on to the next discipline. The on-site
management of construction projects involves great amounts of paperwork, even for the case of a relatively small
project. This isolated sequential process creates many barriers for effective collaboration and has often led to
misunderstandings and errors. This very reason has resulted into a costly rework on the site. One such example
which comes across is the methodology of delivering task instructions to construction labor on site. This typical
method often fails to effectively communicate the target information to labor, needed to execute the task. To this
date, various research studies have been found with focus mainly on construction communication at the design and
management levels [6–9]. However, less emphasis has been given by the researchers to investigate the
communication issues related to the task instructions for labors on site.
This study is focused on providing ways for improving the communication in task instructional approach used in
the construction sector. The main objective is to propose an alternative instructional approach using Building
Information Model (BIM) based video tutorials for instructing those labors who possess less skills, knowledge and
education with regard to execution of a construction task. The presented model for developing BIM based visual task
instructions will provide an opportunity to the field supervisors in explaining a construction task to low-skilled
labors as they fit well with the scope.

2. Task instructional approach in construction industry

In construction, there is a broken communication link between the generation of information (generated by the
owners, designers and contractors) and the end-users of such information (construction labors) [10]. According to
[11], the contractors’ limited resources and capacity persuade them to rely on old principles for implementing verbal
instructional approach to instruct labors for tasks execution. As shown in Fig. 1, this reliance on human-variable
verbal instructions besides poor quality of construction drawings, can lead to circumstances like workface questions,
rework, inadequate productivity and unsafe conditions on the site [12–14].

Fig. 1.Typical task instructional practice on construction sites

1090 Abdur Rehman Nasir and Hans-Joachim Bargstädt / Procedia Engineering 196 (2017) 1088 – 1097

With an intention to overcome the shortcomings of the typical verbal instructional methodology used in
construction, Morgues [11] came up with notion of using paper based instructional approach. He aimed to uniform
the human variable process with the written instructions through the product developed called ‘Field Instructions
Template’. The template includes written instructions for a task besides relevant construction drawings and other
task related resources information. However, exposing these written instructions to low-skilled labors might also
result in ineffective communication. The reason to this can be the lack of knowledge among many of these workers
about particular tasks [15] and their reading inability [16].

3. Video tutorials

In accordance with Oxford dictionary definition, the term video is defined as “the recording, reproducing, or
broadcasting of moving visual images”. For a very long time, humans recorded the moving images on a
photographic film but later on a new way of capturing the moving images came up known as video which is derived
from the Latin word ‘Videre’ meaning ‘to see’. Therefore, a video in today’s world is known as an electronic
representation of moving visual images.
Since its inception video has become amazingly advantageous for this human world. A study by [17] came up
with the notion that videos have the ability to offer information in numerous modalities. According to it, a video
augments the effect of message delivery in cooperation with the audio and graphic information. When used in a
befitting manner, a video can be an influential teaching tool to achieve the attention of the audience in addition to its
motivation for learning potential [18]. Since the time when the production and distribution of videos have become
easier in this digital world, the use of video for educational purposes has increased pretty swiftly [19–21]. Besides
entertainment, video is now mostly used as a source of information for the audience. A term known as ‘video
tutorial’ has become tremendously famous in the last two decades. A tutorial is generally described as method of
transferring knowledge which may be used as a part to learning process. So when electronic representation of the
moving visual images is utilized as a method of knowledge transfer which may be used as part of learning, it makes
a video tutorial.
Video tutorials have multiple purposes. Among these common can be training, information and motivation.
Training can be as simple as telling someone how to do something like how to cook certain recipe and how to
assemble a hardware product etc. Video tutorial is more advantageous as it exposes an easy-to-follow model to the
viewers which allows for learning-by-mimicking the observed actions [17]. Through video tutorial, audience also
gets informed regarding the purpose of watching. According to [22], a video tutorial results in the demonstration of
not only the movement alone, but also the context of such movements. By motivating a user is persuaded to change
or adapt a behavior. Various studies have reinforced the fact that the video tutorials can increase the audience
motivation for learning [23–25].

3.1. Increasing use of video tutorials

As the technological barriers to develop and distribute the video tutorials have been diminished with time, videos
have become increasingly challenging towards the dominance of paper based tutorials [17] which had been the
primary source of procedural knowledge development support until recent times [26]. Today, tens of thousands of
video tutorials with ‘how-to’ thematic design have been hosted by YouTube alone which are related to the usage of
software and hardware products for big market companies [27].
Not only have the written instructions, even the human live demonstrations have also started to get replaced with
videos. The most common example which a large number of humans experience frequently is flight safety
demonstration during an air travel. Most of the airlines are now using their own developed video tutorials for
demonstrating the flight and safety rules to passengers.
Different market players are endeavoring more and more towards adapting video tutorials for their products or
services in order to get increased consideration of their end users for acquiring further benefits. For those belonging
to manufacturing industry, are aiming to produce video tutorials for their customers in order to assist with the
 Abdur Rehman Nasir and Hans-Joachim Bargstädt / Procedia Engineering 196 (2017) 1088 – 1097 1091

assembly and proper usage of the products. A big example to this can be seen through IKEA †, one of leading name
among those who design and sell ready-to-assemble furniture and home accessories. From some time, IKEA has
been focusing on developing the videos with ‘How-to’ instructional theme in order to assist their customers in easy
assembling and use of their products.

3.2. Status quo of video tutorials in construction sector

In the construction sector, the adoption of video tutorials is in early stages. Until now emphasis has been given
more towards development of video tutorials for construction software tools. These video tutorials assist users in
operation and achieving objectives though certain construction softwares. These include video tutorials related to
softwares that are pertaining to different phases of a construction project for e.g. construction design, planning and
scheduling and maintenance etc. BIM (Building Information Modeling) and CAD (Computer Aided Design)
software industry is also motivated in the development of such video tutorials for their products.
Moreover, a similar approach has been considered by some construction stakeholders in the developed world for
raising the awareness among the labors regarding the construction safety. Example for this can be seen via the
United States Department of Labor covering the theme of Occupational Safety and Health Administration (OSHA) ‡.
Various aspects of construction safety have been covered by the department with focus on video tutorials to educate
construction workers regarding several possible hazards encountered during the execution process.
However, video tutorials related to the task executional aspects of construction are rare to find in use and practice
in the AEC industry. This makes elaboration of the task execution via video tutorial an unexplored zone in the
construction sector. Therefore, this very study aims to fill the gap by introducing a standard approach for developing
the video tutorials that are helpful to elaborate, guide and instruct labors for executing construction tasks.

4. BIM based video tutorial for construction task

The idea of this study is to come up with an approach to develop video tutorials with how-to-do thematic design
for constructions tasks. Following this, the study comes up with BIM based video tutorials for construction tasks.
These video tutorials are aimed to be utilized as a method of transferring construction task knowledge to
construction labors, used as part of a learning process. In the name, the term ‘BIM based’ implies that the primary
source for creating the virtual environment of a video tutorial is actually the 3D BIM model of a particular
construction project.
This very approach can also be utilized to instruct and guide those low skilled labors that are challenged or
affected by existing communication barriers in the construction sector as discussed earlier. The study opts for
presenting the construction task through the animation of objects placed in a virtual construction environment
generated by a computer graphics tool. Showing animation is very useful for tasks that involve an action or process,
particularly those that are difficult to visualize and imagine by the audience [28–30]. The construction execution
environment fits best to this notion as various workers on the site often lack knowledge about a particular operation.
Video based tutorials with an instructional approach through animations can also utilize the additional advantage
from an input of sound and text [31]. Particular instances in the video can be highlighted and emphasized with these
inputs of narration and words on the screen. In addition to this, animated videos also possess the capability to
motivate the audience and grasp their attention [32] which can also be beneficial in achieving the study objectives.

5. Development model

In order to come up with a formal structure to design and develop BIM based video tutorials for construction
tasks, some aspects of instructional design model were studied. An instructional design model (IDM) actually

†
https://www.ikea.com/ms/en_US/customer_service/assembly/assembly_videos.html
‡
https://www.osha.gov/
1092 Abdur Rehman Nasir and Hans-Joachim Bargstädt / Procedia Engineering 196 (2017) 1088 – 1097

provides a procedural framework in order to produce the instructions. An IDM provides systematic methodology of
implementing the instructional design process for achieving knowledge transfer objective [33]. Therefore, by
adapting the famous ADDIE (Analyze, Design, Develop, Implement, and Evaluate) model, this study came up with
its own generic model in order to devise a formal structure and process for creating BIM based video tutorials for
construction tasks.
This model is formulated with an aim to provide a standard framework to develop the video tutorials for
construction tasks with how-to-do thematic design. The model represents the general guidelines for creating the
video tutorials of such constructions tasks that are deemed to be performed by labors on the site. The development
model as shown in Fig. 2 consists of four main phases – identification of task needs, designing task content, building
task instructional content and evaluation – following which will end up in the development of a BIM based video
tutorial for construction task.

Fig. 2. Generic model to develop BIM based video tutorials for construction tasks

5.1. Identification of task needs

The first phase in the process is identifying the needs for creating a BIM based video tutorial for construction
task. Before creating the instructional material for construction tasks, there is a real need to take a closer look at
some key aspects including the instructional goal, the instructional analysis, the learner analysis and the learning
objectives.
Instructional goal: This refers to answering the question ‘what is the task?’ that is targeted to be watched and
learned by the audience. During the task selection one vital aspects which needs to be noted is that the task should be
specific enough. Selecting a general task might really not work for achieving the objectives. For example, from the
general task related to concrete mixing, specific ratios for concrete main constituents i.e. cement, sand and
aggregates have to decide upon before proceeding any further.
Instructional analysis: This mainly relates to two things i.e. ‘procedure to perform the task’ and ‘resources
required performing the task’. First thing needed is to structurally gather all the steps required to execute the task and
from those collected steps extract all the material, equipment and tools required.
Learner analysis: The next part of the phase is the learner analysis. This relates firstly to finding out ‘who will be
the learner?’ but since the target video tutorial is aimed for instructing construction labors through video tutorials,
the answer to the first question is already known. The second vital aspect which also needs to be known in this initial
phase is the skill category of such workers. This knowledge acquisition will give an idea about what to show them
and will also result in effort and time saving on the basis of what the target audience might already know. So
depending on the skill category, a simple or complex task can be illustrated.
Learning objectives: The next aspect is to identify and create the learning objectives that describe ‘what the
learner will be able to do?’ after following a certain video tutorial. Learning is usually in the form of skills,
 Abdur Rehman Nasir and Hans-Joachim Bargstädt / Procedia Engineering 196 (2017) 1088 – 1097 1093

knowledge and attitude. This is another time when one has to be again very specific by deciding particular actions
desired by the labors. Instances of those actions can be labors’ ability to describe and demonstrate what has been
shown to them.

5.2. Designing task content

This phase relates to creation of all the graphic material and format for BIM based video tutorials for construction
tasks. Graphic material implies all the major construction related objects that can be seen on screen. There are three
main points to follow in this phase which include determining graphic content, developing graphic content and then
creating the script.
Determining graphic content: At this point, all the graphic materials desired to be shown in the video is to be
determined. The first thing to consider while determining the graphic content is the virtual environment desired to be
shown in the video. This is basically the environment of the video tutorial consisting of elements within a
construction facility which will mostly remain static. Subsequently, resources like material, equipment and tools
(identified in first phase) are to be determined in this step as additional 3D objects to be placed in the virtual
environment. These 3D objects are also vital for the video tutorials as they are the ones which needs be animated in
order to demonstrate a construction task through the video display.
Developing graphic content: This part of the phase relates to the development and creation of the graphic content
determined previously. The virtual environment is to be created by exporting the BIM model in the desired format of
3D computer graphics tool for creating an instructional content. With the advancement in the software technology,
transforming and exporting BIM models into computer graphics tool as objects has become certainly possible due to
adoption of the interoperability function by different software developers. In the next step, there is a need to come up
with additional 3D objects representing resources used in the task. These are required because the BIM model
typically represents only the completed constructed facility. Therefore, to show a construction activity like mixing
concrete, 3D objects representing task materials and tools are required to be present in the graphics tool. With
numerous online sources showcasing thousands of ready-made 3D objects including those related to construction,
this need is half fulfilled as well. However, with simple learning 3D objects can also be self-designed in 3D
computer graphics software for construction objects not available on online sources.
Creating script: Once the graphic content is determined and developed, scripting is required. Here the scripting is
of two types. First one is task visuals scripting while second one is task animation scripting. Task visual scripting
relates to directing the visuals and the order of their sequence in line with the task procedure gathered in the first
phase of identification. A visual is actually what a viewer watches on a screen. Use of text and narrations for
emphasis are also to be decided and directed upon at this stage. One essential thing to consider here is early product
realization which refers to scripting the visuals in a way that the preview of the final product comes in the start as
well. Through the exercise, the end-users can be incited to watch the video [34]. In the context of BIM based video
tutorial for construction task, task animation scripting refers to directing how the 3D objects construction objects will
move/highlight. So in this part all the motions and movements are decided for 3D objects in order to portray a
construction task with how-to-do thematic design.

5.3. Building task instructional content

After following the steps mentioned under the first two phases, the next step is to develop the instructional
content. For doing so, four main tasks to be followed are assigning animations, rendering, editing and video
generation for a certain BIM based video tutorial for construction task.
Assign animation: Once all the graphic content (virtual environment derived from BIM 3D model, 3D objects
obtained from online sources or self-designed 3D objects) is developed, assigning animations is the next job in
accordance with the scripting process. Assigning animation is an iterative process as every allocated animation; be it
related to visuals or objects movements, is to be reviewed promptly with the next one. The resultant product in this
step will be an animated scene.
Rendering: Rendering is here referred to as the process of generating frames or images from an animated scene
created until the last step. While rendering, a critical factor is the selection of camera location. Camera in the
1094 Abdur Rehman Nasir and Hans-Joachim Bargstädt / Procedia Engineering 196 (2017) 1088 – 1097

graphics tool environment is to be placed in such a way that the instructional content remains its focal point. Frames
are to be rendered in accordance with the standard size and quality required or recommended by the delivery tool
(can be a screen projected by beamer, a monitor/TV, a tablet, a smartphone etc.). Therefore, the individual image
size and quality required under the beamer projection display will be much higher than that of a smartphone.
Selecting higher image size and quality is recommended for better viewability.
Video generation: These rendered frames collected from the last step will now be merged for developing a video
using any timeline based video editing tool. While generating video, care should be taken in selecting frames per
second (fps) rate which basically represents the number of images to be assembled for one second of the video. With
a higher fps, the pace will be faster and duration will be smaller.
Editing: The final but a vital element in generating a good instructional content for BIM based video tutorial for
construction task, is editing. Through this exercise, necessary changes can be made to enhance the video content like
sharpening, brightening etc. Within this process, objects or certain process can be emphasized as well by
highlighting. Editing is also by which the sound can be attached and text be added to the video as an additional input
in accordance with the needs. Through sound input, voice narration can be connected to guide along in local
language, whereas using text can be beneficial as sub-titles can help the instructor in elaborating certain resources
and processes shown in video.

5.4. Evaluation

Until this point a video tutorial with an instructional approach has been developed by following the first three
phases of the development model for BIM based video tutorials for construction tasks. This certain instructional
video content is now a product which needs to be evaluated. Evaluation is here referred to as the determination that
whether a certain video tutorial, in its entirety, can meet the expected results. Therefore, by doing a formative
evaluation, developed instructional content can be improved and enhanced for being confident in meeting the
instructional objectives targeted in the first phase. Formative evaluation is a qualitative assessment procedure,
conducted in order to modify the instructional content to improve audience attainment [35, 36]. For the purpose, this
study proposes an evaluation process comprising three main categories adopted from the study of Carliner’s three-
part framework of information design [37]. These categories for evaluation are the physical design evaluation, the
cognitive design evaluation and the affective design evaluation as described in subsequent paragraphs. Past literature
has been reviewed for extracting factors (summarized in Table 1) related to these three evaluation principles, in
order to assess the instructional content of BIM based video tutorials for construction tasks.

Table 1. Factors extracted from literature review for evaluating instructional video content
Evaluation category Factor Factor description Source
Physical design accessibility Does the video provide the viewer an allowance to focus on areas of the screen [34, 38–40]
that are relevant?
viewability Is the production quality (audio, video, text) sufficient enough to make content [38, 40, 41]
tolerably watchable?
timing Is the pace of the video content okay? [34, 38–41]
duration Is the length of the video content okay? [34, 39]
Cognitive design describability How much the viewers are able to describe about what they have seen in the [42]
video?
accuracy Does the content presented in the video contain any errors of fact or execution? [40, 41, 43]
completeness Is the content presented with sufficient detail? [39–41]
easy to follow Is the instructional content easy to follow? [34, 39, 43]
pertinence Does the video content possess an instructional purpose? [40, 41]
Affective design self-efficacy Does the instructional content persuade viewers in a way that they feel assertive in [40, 41]
self-performing the task as shown?
engagement Is the instructional content capable to engage audience in viewing? [38, 40, 41]
 Abdur Rehman Nasir and Hans-Joachim Bargstädt / Procedia Engineering 196 (2017) 1088 – 1097 1095

Physical design: This category concerns with the movement of viewer’s eyes to the relevant video content.
Factors to be evaluated in this part include accessibility, viewability, pace and duration of the instructional content.
Cognitive design: This refers to the ability of comprehending the information. Describability, accuracy,
completeness, ease in following and pertinence are the factors in this category to examine the understanding of the
end-user regarding the exposed instructional content
Affective design: This evaluation principle concerns with the qualities of instructional content that attempt to keep
the audience comfortably engaged and motivated. Those qualities can be self-efficacy and engagement.
Once the evaluation practice is executed by following this process, decision can be made regarding the
implementation or revision of a video tutorial. If feedback is not found positive, revisions are to be made within the
first three phases of the development model in accordance with the response attained. Upon targeted revisions or
positive feedback, a BIM based video tutorial for construction task will be ready to implement for achieving the
objectives.

6. Conclusion

The study in the first place looked for typical task instructional approach followed on construction sites and
found that verbal instructions are used to instruct the workers for tasks execution on the ground. In order to mitigate
the mentioned possible inefficiencies of verbal instructions, the study then came up with a suggestion of using video
tutorials having how-to-do thematic design as an alternative instructional approach. A video tutorial not only
transfers the knowledge to the audience but also motivate them for learning. Like others industries, the construction
industry is also utilizing the benefits of video tutorials for expansion and assistance of its software tools audience
and for creating safety awareness. This study developed a generic model to develop video tutorials with how-to-do
thematic design for constructions tasks. Following the path of the development model comprising four main phases
namely identification of needs, designing content, building instructional content and evaluation, a BIM based video
tutorial for construction task will be developed. The developed video tutorial for a construction task may create ease
in elaborating the sequential steps to less-skilled workers for execution on the site.

7. Future work

This study is part of an on-going research at Institute of Construction Engineering and Management at Bauhaus
Universität Weimar. In future, it is intended to develop and then evaluate construction task video tutorials in order to
determine that whether these video tutorials can meet the expected results or not.

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