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Cited by 5Teaching and Learning ProgrammingInnovative Education and Learning PracticesVisual and Cognitive Learning Processes

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Streamers Teaching Programming, Art, and Gaming: Cognitive Apprenticeship, Serendipitous Teachable Moments, and Tacit Expert Knowledge

Drosos, Ian, Guo, Philip J.·2021·2021 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)
DOI 10.1109/vl/hcc51201.2021.9576481
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Abstract

Livestreaming is now a popular way for programmers, artists, and gamers to teach their craft online. In this paper we propose the idea that streaming can enable cognitive apprenticeship, a form of teaching where an expert works on authentic tasks while thinking aloud to explain their creative process. To understand how streamers teach in this naturalistic way, we performed a content analysis of 20 stream videos across four popular categories: web development, data science, digital art, and gaming. We discovered four kinds of serendipitous teachable moments that are reminiscent of cognitive apprenticeship: 1) creators encountered unexpected errors that led to improvised problem solving, 2) they generated improvised examples on-the-fly, 3) they sometimes went on insightful tangents, 4) they paused to give high-level advice that was contextualized within the work they were currently performing. We also found missed opportunities for additional teachable moments due to creators not being able to express their tacit (unspoken) expert knowledge because of pattern irreducibility, context dependence, and routinization.

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Crossref · 10.1109/vl/hcc51201.2021.9576481

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  • Streaming workflows introduce unique dynamics, as seen in TW1, where the creator frequently responds to chat questions and comments which can cause tangents commonly found in streaming workflows, including playing a game on their website because a viewer mentioned wanting a specific achievement.

    “Streaming workflows introduces unique dynamics, as seen in TW1, where the creator frequently responds to chat questions and comments which can cause tangents commonly found in streaming workflows (Drosos and Guo, 2021) including playing a game on their website because a viewer mentioned wanting an specific achievement.”

    From Vibe coding: programming through conversation with artificial intelligence (2025) · cites this paper as Drosos and Guo, 2021

Citations

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Metadata

Authors
Drosos, I., & Guo, P. J.
Affiliations
University of California San Diego (US)
ORCID
Venue
2021 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)
Publisher
IEEE
Published
2021-10-10
Pages
1-6
ISSN
1943-6092 (ISSN-L)
DOI
10.1109/vl/hcc51201.2021.9576481
OpenAlex
W3208407167
Cited by
5
References
2
Citations by year
2026: 1 · 2025: 1 · 2024: 1 · 2022: 2
FWCI
0.87
Type
conference paper
Language
en
Open access
closed
Licence
Locations
IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC) (publishedVersion)
Funders
National Science Foundation (NSF IIS-1845900)
Topics
  • Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
  • Social Sciences › Education › Innovative Education and Learning Practices
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords
live streaming, streamers, cognitive apprenticeship, tacit knowledge, expert knowledge, programming education, digital art, gaming, web development, data science, think-aloud, online learning

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