360° videos in education – A systematic literature review on application areas and future potentials

As a teaching and learning medium, 360° videos offer new teaching-learning experiences. Through the possibility of immersion, individual 360° panoramic images, multi-perspective viewing options and interaction possibilities, they extend the advantages of conventional video technology. To understand the potential of using 360° video technology for educational processes, a systematic literature review analyzed previous scientific articles (N = 44) about the interdisciplinary use of 360° videos according to PRISMA guidelines. In the systematic literature selection, particular emphasis was placed on the conceptual distinction between virtual reality and 360° videos. By the authors, 360° videos are understood as a specific video format that has characteristics of virtual reality but is to be distinguished from virtual reality by the necessary real recording situation without programmed virtual environments. The results show a use of 360° videos mainly for three teaching-learning purposes: presentation and observation of teaching–learning content, immersive and interactive theory–practice mediation, and external and self-reflection. Combined with the added value of conventional video technology and other immersive technology such as virtual reality, five added value categories for its use as a teaching–learning medium were identified: To increase learning motivation and interest, to learn in authentic and realistic learning scenarios, for immersive and interactive learning experiences, for multi-perspective observation opportunities and for individual learning. These consisted primarily of positive motivational effects for authentic or immersive learning experiences

3D video coding and transmission

The capture, transmission, and display of 3D content has gained a lot of attention in the last few years. 3D multimedia content is no longer con fined to cinema theatres but is being transmitted using stereoscopic video over satellite, shared on Blu-RayTMdisks, or sent over Internet technologies. Stereoscopic displays are needed at the receiving end and the viewer needs to wear special glasses to present the two versions of the video to the human vision system that then generates the 3D illusion. To be more e ffective and improve the immersive experience, more views are acquired from a larger number of cameras and presented on di fferent displays, such as autostereoscopic and light field displays. These multiple views, combined with depth data, also allow enhanced user experiences and new forms of interaction with the 3D content from virtual viewpoints. This type of audiovisual information is represented by a huge amount of data that needs to be compressed and transmitted over bandwidth-limited channels. Part of the COST Action IC1105 \3D Content Creation, Coding and Transmission over Future Media Networks" (3DConTourNet) focuses on this research challenge.peer-reviewe

An audio-visual system for object-based audio : from recording to listening

Object-based audio is an emerging representation for audio content, where content is represented in a reproduction format-agnostic way and, thus, produced once for consumption on many different kinds of devices. This affords new opportunities for immersive, personalized, and interactive listening experiences. This paper introduces an end-to-end object-based spatial audio pipeline, from sound recording to listening. A high-level system architecture is proposed, which includes novel audiovisual interfaces to support object-based capture and listenertracked rendering, and incorporates a proposed component for objectification, that is, recording content directly into an object-based form. Text-based and extensible metadata enable communication between the system components. An open architecture for object rendering is also proposed. The system’s capabilities are evaluated in two parts. First, listener-tracked reproduction of metadata automatically estimated from two moving talkers is evaluated using an objective binaural localization model. Second, object-based scene capture with audio extracted using blind source separation (to remix between two talkers) and beamforming (to remix a recording of a jazz group) is evaluate

Updating the art history curriculum: incorporating virtual and augmented reality technologies to improve interactivity and engagement

Master's Project (M.Ed.) University of Alaska Fairbanks, 2017This project investigates how the art history curricula in higher education can borrow from and incorporate emerging technologies currently being used in art museums. Many art museums are using augmented reality and virtual reality technologies to transform their visitors' experiences into experiences that are interactive and engaging. Art museums have historically offered static visitor experiences, which have been mirrored in the study of art. This project explores the current state of the art history classroom in higher education, which is historically a teacher-centered learning environment and the learning effects of that environment. The project then looks at how art museums are creating visitor-centered learning environments; specifically looking at how they are using reality technologies (virtual and augmented) to transition into digitally interactive learning environments that support various learning theories. Lastly, the project examines the learning benefits of such tools to see what could (and should) be implemented into the art history curricula at the higher education level and provides a sample section of a curriculum demonstrating what that implementation could look like. Art and art history are a crucial part of our culture and being able to successfully engage with it and learn from it enables the spread of our culture through digital means and of digital culture

Gamification of sports media coverage: an infotainment approach to Olympics and Football World Cups

Sports media coverage of mega-events is partly oriented to gamification, the use of game elements and game design techniques in non-gaming contexts. This infotainment approach to events has been developed by media outlets as an original and effective way to capture wider audience attention and to place events in context before a competition starts. This article examines 28 gamified sports pieces developed by media outlets from seven countries during the last two Olympics (2016 Summer Olympics in Rio and 2018 Winter Olympics in Pyeongchang) and Football World Cups (2014 in Brazil and 2018 in Russia). This sample comprises two categories following Ferrer-Conill (2015): “gamified pieces” (game like elements that are part of a bigger interactive feature) and “newsgames” (more sophisticated pieces often included in complex graphics or multimedia content). The results show that, despite its entertaining formula, gamification serves mainly informational purposes and adds value to sports coverage. Especially in the Summer and Winter Olympics, gamified sports pieces tend to be explanatory and data-driven in order to inform the audience about nonmainstream sports

Their memory:exploring veterans’ voices, virtual reality and collective memory

This paper focuses on the virtual reality (VR) project Their Memory and details the development and evaluation of virtual reality environments and experiences with respect to its impact on young people (14-35 demographic) with the narratives of veterans in Scotland. As part of the AHRC Immersive Experiences program, Their Memory was created to explore how game design techniques and immersive technology could be used to enhance existing historical research and enrich narratives to bring expansive experiences to hard-to-reach audiences. The project worked directly with the veterans’ charity, Poppyscotland, to create an environment and experience that would resonate with new audiences, and explore documentary and storytelling techniques for the commemoration of war and conflict. The design of the project evolved through co-design sessions with veterans and young people and culminated in the creation of a short, thought-provoking, narrative-driven experience. The VR experience enabled players to connect with the memories of veterans in Scotland and exploring the different conflicts or situations they experienced and how they make sense of them. The project brought together cross-sector expertise to research how immersive experiences can help memory-based organizations in engaging with wider audiences, raise awareness, and diversify current learning outputs. The paper details the design and development of the Virtual Reality project, through co-design, and how this engaged the audience and evolved the experience created. The paper includes a summative evaluation of events conducted with schoolchildren to assess the project and concludes with how the project evidences impact upon audiences and the potential for both technology and the experience

Using auto ethnography as a learning tool within the social work class-room: the experience of delivering an ‘immersive’ module

This paper explores the first delivery of an introductory module, ‘What is Social Work’ to a Year 1 cohort of students on a B.A Social Work programme. Unusually, this module is delivered in an immersive format. Delivery of teaching via the vehicle of an ‘immersive module’ lies under an umbrella term for shortened, intensive courses. The immersive module is constructed with an aim of achieving double/triple loop learning via auto ethnographic practice. Specifically, with relation to Social Work education, auto ethnography is utilized within this accelerated teaching space to assist students to assimilate a rigorous form of critical reflection. Auto ethnography also provides the educator with a form of data collection and method of analysis. My findings reveal how this method of teaching provides an opportunity to model practice that is contextualised and relationship-based. This is in contrast to a current U.K practice background of largely statutory based de-politicized, individualistic Social Work

The use of virtual environments as an extended classroom – A case study with adult learners in tertiary education

This study was conducted in immersive 3D virtual environment Second Life®, with the support of web 2.0 tools as a complement to physical classroom - extended classroom. It was assumed that socialization is a key factor for collaborative learning and knowledge construction. The study aims to identify the variables that may influence knowledge sharing in learning contexts using virtual environments; with the aim of contributing to the improvement of learning situations using the online tools. This research is exploratory in nature and falls within the field of phenomenological studies. The study was implemented in a tertiary education institution involving regular and adult learners. We conclude that in virtual environments learners tend to feel more confident, open, participatory, creative, understanding and seem to participate in training sessions because they are indeed interested in learning. On the other hand, the possibility of providing online tutorial session allows reaching a larger number of learners. These online sessions can be established in a time and place (virtual) free of constraints and can be tailored, allowing a more effective participation from learners.info:eu-repo/semantics/publishedVersio