Using i* to Understand the Domain of Video Tutorial for Online Training ⋆ Anna Perini 1[0000-0001-8818-6476] , Angelo Susi 1[0000-0002-5026-7462] , Artem Gabbasov 1[0000-0002-6218-0831] , Paolo Busetta 2 , Daniele Dellagiacoma 2 , Maurizio Astegher 2 , Matteo Pedrotti 2 and Matteo Longato 2 1 Fondazione Bruno Kessler (FBK) 38123 Trento, via Sommarive 18, Italy Email: {perini,susi,agabbasov}@fbk.eu 2 Delta Informatica SpA, Trento, Italy Email: {paolo.busetta, daniele.dellagiacoma, maurizio.astegher, matteo.pedrotti, matteo.longato}@deltainformatica.eu Abstract. Educational videos are massively used in e-learning, while their adoption in professional training as a complement to class sessions needs more careful evaluation. We are investigating opportunities and challenges to use video tutorial for continuous training of professionals in emergency management in the context of an industrial project, called ELEVATE. The final goal of ELEVATE is to develop a novel tool suite for authoring and managing video-based training exercises. In this paper, we present a goal-oriented analysis of this domain, which helped us to define the authoring methodology that complements the ELEVATE tool suite. Keywords: Goal-oriented analysis · Video Based Learning · Distance Learning 1 Introduction Asynchronous e-learning or distance learning (DL), where students can attend a lecture at their pace accessing online software platforms called Learning Manage- ment Systems (LMS) is used pervasively worldwide. Indeed, e-learning is used as a complement to traditional class teaching, as a powerful means to help over- come illiteracy in underdeveloped countries, and as an indispensable approach in crisis situations as the one we are currently living with the COVID-19 pandemic. Nowadays Video-based learning (VBL) [5] represents a relevant knowledge area in the field of DL. VBL seems to be particularly effective for procedural knowledge learning and training. Different types of video-based material are used in VBL, offering different degrees of interactivity ranging from simple mecha- nisms, such as video pausing, replaying and rewinding, to more engaging inter- actions, which are enabled by building videos with a graph-structure where the ⋆ Funded by the LP6 PAT project ELEVATE 13 Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).