Transana comes with a tutorial and a help system. These should be enough to get you up and running with the program. You can also look at the Frequently Asked Questions page. This page also has links to articles that explain some issues in more detail.

Guided Tour

The Transana Guided Tour is an excellent place to start. It’s designed to give you a very brief overview of the analytic processes that Transana supports.

Resources on this site

Transana Keyboard Shortcuts This documents all of Transana’s keyboard shortcuts.

About the Multi-User Version This article explains the difference between the single- and the multi-user version.

Multi-User Setup Guide This set of pages provides an in-depth explanation of how to get Transana-MU up and running.

Articles by Transana’s Authors

Badreddine, Z., Woods D.K. (2014). L’usage de Transana pour l’étude de l’action conjointe et de la co-construction du sens en classe de sciences. Recherches en didactiques.Vol (17), 95-111.

Dempster, P. & Woods, D. (2011). The Economic Crisis Through the Eyes of Transana. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12, 1

Halverson, Erica; Bass, Michelle & Woods, David (2012). The Process of Creation: A Novel Methodology for Analysing Multimodal Data. The Qualitative Report, 17, 22

Woods, D. & Dempster, P. (2011). Tales from the Bleeding Edge: The Qualitative Analysis of Complex Video Data Using Transana. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12, 1

Articles and books by Transana Users

Afitska, O. (2009). Review of Transana 2.30. Lanuage Documentation & Conservation 3(2):226 – 235.

Aune, R. K. & Sharritt, M. J. (2010). Gamer Talk: Becoming Impenetrably Efficient. In M. Cruz-Cunha, V. Carvalho & P. Tavares (Eds.), Business, Technological and Social Dimensions of Computer Games: Multidisciplinary Developments. Hershey, PA: IGI Global.

Badreddine, Zeynab and Buty, Christian. (2010) ‘Discursive Reconstruction of the Scientific Story in a Teaching Sequence‘, International Journal of Science Education, First published on: 26 August 2010 (iFirst).

Baddredine, Zeynab; Buty, Christian; and Nascimento, Silvania Sousa do, (2007) THEMATIC ANALYSIS AND DISCOURSE ANALYSIS IN SCIENCE CLASSROOM: USE OF THE SOFTWARE TRANSANA, Anais VI ENPEC, (In Portuguese. To find the article at the link above, press “Z” and click on the “Zeynab Badderdine” link.)

Bhatt, Ibrar and de Roock, Roberto. (2013) Capturing the cosciomateriality of digital literacy events, Research in Learning Technology, Vol. 21.

Blake, C, Scanlon, E (2003) Enriching accounts of computer supported collaboration by using video data. Association for Learning Technology Journal, ALT-J 11: pp. 5-13 CrossRef

Bridges S.M, Green, J. Botelho, MG & Tsang, PCS. (2015). Blended learning and PBL: An interactional ethnographic approach to understanding knowledge construction in-situ. In Andrew Walker, Heather Leary, Cindy Hmelo-Silver, Peggy A. Ertmer (Eds.), Essential Readings in Problem-Based Learning. Purdue: Purdue Press.

Bridges, S. M., Botelho, M. G. Green, J. & Chau, A.C.M. (2012). Multimodality in PBL: An interactional ethnography. In S Bridges, C McGrath & T Whitehill (Eds). Problem-based learning in clinical education: The next generation. Netherlands: Springer. (pp. 99-120)

Bridges, S. M., Drew, P., Zayts, O., McGraty, C., Yui, C., Wong, H, and Au, T. (2015). Interpreter-mediated dentistry, Social Science & Medicine, 132, pp. 187 – 207.

Davidsen, J. (2014). Second graders’ collaborative learning around touchscreens in their classroom: Micro-studies of eight and nine year old children’s embodied collaborative interactions in front of a touchscreen. Aalborg Universitetsforlag. Retrieved from

Davidsen, J., & Vanderlinde, R. (2014). Researchers and teachers learning together and from each other using video-based multimodal analysis. British Journal of Educational Technology, 45(3), 451-460.

Höysniemi, Johanna & Hämäläinen, Perttu. (2005). Children’s and parents’ perception of full-body interaction and violence in a martial arts game. Designing for User Experiences, Vol. 135.

Kreis, A. (2012). Produktive Unterrichtsbesprechungen. Lernen im Dialog zwischen Mentoren und angehenden Lehrpersonen. Bern: Haupt.

Kreis, A. & Staub, F. C. (2011). Fachspezifisches Unterrichtscoaching im Praktikum – eine quasi-experimentelle Interventionsstudie. Zeitschrift für Erziehungswissenschaft, 14(1), 61-83.

Kreis, A. & Staub, F. C. (2012). Lernen zukünftiger Lehrpersonen im Kontext von Unterrichtsbesprechungen im Praktikum – multiple Indikatoren für ein schwer zu fassendes Phänomen. In M. Gläser-Zikuda; T. Seidel; C. Rohlfs; A. Gröschner & S. Ziegelbauer (Eds.), Mixed Methods in der empirischen Bildungsforschung (S. 209-226). Münster: Waxmann.

Krieg, M. & Kreis, A. (2014). Reflexion in Mentoringgesprächen – ein Mythos? Zeitschrift für Hochschulentwicklung, 9(1), 103-117. Online:

Liston, Kathleen (2009). A Mediated Interaction Approach to Study the Role of Media Use in Team Interaction. Center for Integrated Facility Engineering, Stanford University.

Malfatti, F., 2012, Analisi Qualitativa su Archivi Audiovisivi Digitalizzati: il Software Transana. Lares.

Malfatti, F., 2011, Il software per l’analisi qualitativa Transana, in: Klaus Krippendorf e Gevisa La Rocca (eds.), Ricerca qualitativa e giovani studiosi, Convegno Internazionale RiQGios-2011, Enna, Social Books, Palermo, 2011, ISBN: 978-88-95279-18-13

Malfatti, F., 2011, Sviluppo sostenibile, etnografia, GIS e fonti orali: la sfida dei saperi tradizionali, In: Klaus Krippendorf e Gevisa La Rocca (eds.), Ricerca qualitativa e giovani studiosi, Convegno Internazionale RiQGios-2011, Enna, Social Books, Palermo, 2011, ISBN: 978-88-95279-18-13

Malfatti, Fabio (2007), Il software per l’analisi qualitativa TRANSANA.

Manolis Mavrikis & Eirini Geraniou (2011): Using Qualitative Data Analysis Software to analyse students’ computer‐‐mediated interactions: the case of MiGen and Transana, International Journal of Social Research Methodology, 14:3, 245-252

Mavrou, Katerina, Douglas, Graeme & Lewis, Ann (2007). The use of Transana as a video analysis tool in researching computer-based collaborative learning in inclusive classrooms in Cyprus. International Journal of Research & Method in Education, 30 (2), 163-178. Retrieved January 28, 2008, from

Nathan, M. J., Eilam, B. & Kim, Suyeon (2007). To disagree, we must also agree: How intersubjectivity structures and perpetuates discourse in a mathematics classroom. Journal of the Learning Sciences, 16 (4), 525-565.

Newgarden, K., Zheng, D., and Liu, M., (2016). An eco-dialogical study of second language learners’ World of Warcraft (WoW) gameplay. Lauguage Sciences, 48, 22-41.

Newgarden, K. and Zheng, D., (2016). Recurrent languaging activities in World of Warcraft: Skilled linguistic action meets the Common European Framework of Reference. ReCALL, 28, pp 274-304 doi:10.1017/S0958344016000112

Parmeggiani P., (2011) Visual Sociology in the Classroom: Fostering Interaction Awareness Using Video, in Esposito Anna, Esposito Antonietta M., Martone Raffaele, Müller Vincent C., Scarpetta Gaetano (eds), Toward Autonomous, Adaptive, and Context-Aware Multimodal Interfaces: Theoretical and Practical Issues, Springer, p 117 – 135, ISBN: 978-3-642-18183-2

Parmeggiani, Paolo (2009). Going digital: Using new technologies in visual sociology, Visual Studies, 24:1, 71 – 81

Parmeggiani, Paolo (2008). Teaching Different Research Methods Through the Use of Video Analysis Software for Media Students. International Journal of Multiple Research Approaches, 2 (1), 94 – 104.

Rush, S. C. (2012). Transana Video Analysis Software as a Tool for Consultation: Applications to Improving PTA Meeting Leadership. Journal of Educational and Psychological Consultation, 22(4), 300-313.

Rush, S. C. (2013). Organisation, Interpretation, and Presentation of Classroom Observation Data: A Demonstration using Transana Qualitative Video Analysis Software. Information Technology, Education and Society, 14(1), 41-49 .

Rush, S. C. (2014). Transana qualitative video and audio analysis software as a tool for teaching intellectual assessment skills to graduate psychology students. Journal of Educational Technology Systems, 43(1), 55-74.

Schwab, Götz (2006). Transana – ein Tranksriptions- und Analyseprogramm zur Verarbeitung von Videodaten am Computer. Gesprächsforschung – Online-Zeitschrift zur verbalen Interaktion 7, 70 – 78.

Seck, Mouhamadoune (2011). Méthodes D’analyse De Pratiques De Class: Utilisation du logiciel TRANSANA.

Sert, O. (2013). Integrating Digital Video Analysis Software into Language Teacher Education: Insights from Conversation Analysis. Procedia- Social and Behavioral Sciences (Proceedings of Akdeniz Language Studies Conference). 70, 231-238.

Sharritt, M. J. (2011). Designing game representations: How game interfaces constrain and promote collaborative play. Journal of Gaming and Virtual Worlds, 3(2).

Sharritt, M. J. & Suthers, D.D. (2011). Game-Based Representations as Cues for Collaboration and Learning. In R. E. Ferdig (Ed.) Discoveries in Gaming and Computer-Mediated Simulations: New Interdisciplinary Applications. Hershey, PA: IGI Global.

Sharritt, M. J. & Suthers, D.D. (2011). Levels of failure and learning in games. International Journal of Gaming and Computer-Mediated Simulations, 3(4).

Sharritt, M. J. (2010). Designing game affordances to promote learning and engagement. Cognitive Technology Journal, 15(1). (Special Issue on Games for Good: Video Games as Cognitive Technologies.)

Sharritt, M. J. (2010). An Open-Ended, Emergent Approach for Studying Serious Games. In L. Annetta & S. Bronack (Eds.) Serious Educational Game Assessment. Rotterdam: Sense Publishers.

Sharritt, M.J. (2010). Evaluating Video Game Design and Interactivity. In R. Van Eck (Ed.) Interdisciplinary Models and Tools for Serious Games: Emerging Concepts and Future Directions. Hershey, PA: IGI Global.

Sharritt, M. J., Aune, R. K., & Suthers, D.D. (2010). Gamer Talk: Becoming Impenetrably Efficient. In M. Cruz-Cunha, V. Carvalho & P. Tavares (Eds.) Business, Technological and Social Dimensions of Computer Games: Multidisciplinary Developments. Hershey, PA: IGI Global.

Sharritt, M. J. & Suthers, D.D. (2009). Video game representations as cues for collaboration and learning. International Journal of Gaming and Computer-Mediated Simulations, 1(3). (Received ‘top-paper award’ at the Meaningful Play conference, Michigan State University, October 2008).

Sharritt, M.J. (2008), Forms of Learning in Collaborative Video Game Play. Research and Practice in Technology Enhanced Learning, 3 (2), 97 – 138.

Sharritt, M. J. (2008). Students’ Use of Social and Cognitive Affordances in Video Game Play within Educational Contexts: Implications for Learning. Doctoral Dissertation, University of Hawaii at Manoa: Honolulu, HI.

Silver, C., and Lewins, A. (2009) Transana 2.40 : Distinguishing features and functions. QUIC Working Papers, University of Guildford.

Spiers, J. A. (2004). Tech tips: Using video management/ analysis technology in qualitative research. International Journal of Qualitative Methods, 3(1). Article 5.

Zheng, D., Newgarden, K., and Young, M. (2012). Multimodal analysis of language  learning in World of Warcraft play: Languaging as Values­-realizing. ReCALL, 24, pp 339­360  doi:10.1017/S0958344012000183

Do you know of other articles or online documentation Transana users have posted? If so, send me the link.