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The adequate use of documentation for communication is one challenge inrequirements engineering (RE). In recent years, several researchers addressedthis challenge by using videos as a communication mechanism. All of themconcluded that this way of using videos has the potential to facilitaterequirements communication. Nevertheless, software professionals are notdirectors and thus do not necessarily know what constitutes a good video. Thislack of knowledge is one crucial reason why videos are still not an establishedcommunication mechanism in RE. When videos shall be established in the REactivities, practices, and techniques, requirements engineers have to acquirethe necessary knowledge to produce and use good videos on their own at moderatecosts, yet sufficient quality. In our research project ViViReq (seeAcknowledgment), we aspire to bridge this knowledge gap about what constitutesa good video. Whether a video is good or not depends on its quality perceivedby its viewers. However, video quality is a rather ill-defined concept due tonumerous unspecified technical and subjective characteristics. As part of ourresearch plan, we develop a quality model for videos inspired by the idea ofFemmer and Vogelsang to define and evaluate the quality of videos as REartifacts. In addition to evaluating videos, this quality model can be used toidentify the relevant characteristics of videos for their specific purposewhich can be further used to specify requirements, their criteria forsatisfaction, and corresponding measures. Therefore, software professionals mayuse the quality model as guidance for producing and using videos.

Tool-Supported Experiments for Continuously Collecting Data of Subjective Video Quality Assessments During Video Playback