A 360-degree video is a powerful tool that can bring learners into environments that would otherwise be inaccessible. These videos are simultaneously recorded in all directions, allowing the viewer to control viewing direction. Viewers can experience these videos on a computer, smartphone, or tablet or with a virtual reality headset. Camera and software equipment needed to produce 360-degree videos is affordable, allowing Extension educators to produce their own videos. This article addresses the practical aspects of producing 360-degree-video content that can be shared online or in a classroom setting

Ferguson, Richard B.

Krienke, Brian

Luck, Joe D.

Thompson, Laura J.

English

Clemson University: TigerPrints

Journal of Extension Volume 56 Number 5 Article 1 9-1-2018 Using 360-Degree Video for Immersive Learner Engagement Laura J. Thompson University of Nebraska Brian Krienke University of Nebraska Richard B. Ferguson University of Nebraska Joe D. Luck University of Nebraska Recommended Citation Thompson, L. J., Krienke, B., Ferguson, R. B., & Luck, J. D. (2018). Using 360-Degree Video for Immersive Learner Engagement. Journal of Extension, 56(5). Retrieved from https://tigerprints.clemson.edu/joe/vol56/iss5/1 This Tools of the Trade is brought to you for free and open access by TigerPrints. It has been accepted for inclusion in Journal of Extension by an authorized editor of TigerPrints. For more information, please contact kokeefe@clemson.edu. September 2018Volume 56Number 5Article # 5TOT2Tools of the TradeUsing 360-Degree Video for Immersive Learner EngagementAbstractA 360-degree video is a powerful tool that can bring learners into environments that would otherwise beinaccessible. These videos are simultaneously recorded in all directions, allowing the viewer to control viewingdirection. Viewers can experience these videos on a computer, smartphone, or tablet or with a virtual realityheadset. Camera and software equipment needed to produce 360-degree videos is affordable, allowing Extensioneducators to produce their own videos. This article addresses the practical aspects of producing 360-degree-videocontent that can be shared online or in a classroom setting.Keywords: virtual reality, 360-degree video, virtual field trips, immersive, learner engagement   IntroductionAn innovative technology, 360-degree video allows for the simultaneous recording of viewpoints in all directionsfrom a stationary location. Once processed, the final product may take on multiple forms; however, one suchproduct form allows the end user to control the viewing direction while replaying the video. In this form, thetechnology can facilitate innovative interactions with Extension learners for certain training opportunities (e.g.,field equipment operation) that have not been possible in the past. Guenthner and Swan (2011) found thatfarmers were likely to use more technology than university students, indicating that new technologies such as360-degree video are relevant and useful for a wide range of Extension clients.We and other Extension professionals at the University of Nebraska–Lincoln hosted field days for agriculturalproducers, consultants, and service providers in 2015 and 2016. Crop canopy sensors mounted on a high-clearance applicator for nitrogen fertilizer management were demonstrated at the field days. Logistically, it wasnot possible for field day attendees to ride in the applicator and see firsthand how the technology worked.However, by using 360-degree video and virtual reality headsets, we were able to allow field day attendees toexperience the fertilizer management technology operation in real time. Attendees wore virtual reality headsetsand by turning their heads in a natural manner were able to "look around" the high-clearance applicator cab as itmoved through the field. Audio narration instructed viewers on where to focus their gazes to see specific items.Special Issue on Innovation 2018Laura J. ThompsonExtension EducatorUniversity ofNebraska–LincolnFalls City, Nebraskalaura.thompson@unl.edu@AgTechLauraBrian KrienkeExtension EducatorUniversity ofNebraska–LincolnLincoln, Nebraskakrienke.brian@unl.eduRichard B. FergusonExtension SoilsSpecialistUniversity ofNebraska–LincolnLincoln, Nebraskarferguson1@unl.eduJoe D. LuckPrecision Ag EngineerUniversity ofNebraska–LincolnLincoln, Nebraskajluck2@unl.eduExtension professionals noted that when attendees had the opportunity to view the 360-degree video prior to theformal presentation, they asked more informed questions and seemed to have a better grasp of the overallsystem. This experience demonstrated that 360-degree technology is a promising tool for engaging learners andbringing real-world experiences into a classroom setting.Although headsets allow the most immersive experience, 360-degree-video content also can be viewed on asmartphone, tablet, or computer. On a smartphone or tablet, viewers can "look around" by turning the device; ona computer, viewers can "look around" by clicking and dragging with a mouse. We filmed several differentaspects of corn harvest using a 360-degree camera, and elementary students viewed the videos in theirclassrooms. Although headsets were not available for the students, they still were able to interact with the video.Creating a 360-Degree VideoSelection of Scene to FilmSelect a location that has important activities surrounding a particular position as the 360-degree-videotechnology gives viewers the ability to see in all directions. Recorded or live 360-degree video also allows viewersto access locations that are normally inaccessible, such as hazardous or fragile environments or places that aretoo far away or too small for a group to visit. Electronic field trips, recorded with standard cameras, were shownto be effective avenues for learning (Adedokun, Parker, Loizzo, Burgess, & Robinson, 2011; Klemm & Tuthill,2003; Placing & Fernandez, 2001); 360-degree video could build on this approach, providing viewers a moreimmersive experience.Camera EquipmentCamera equipment required to film 360-degree video is becoming affordable and user friendly. Popularconsumer-grade options include SamsungGear 360, Nikon KeyMission 360, and Ricoh Theta V. These camerasfeature two fish-eye lenses, each capturing 180 degrees of a scene. Depending on the scene you are shooting,you may want to select cameras that allow underwater filming. Most 360-degree cameras have functions that canbe controlled with an app on a smartphone. To take advantage of this feature, check the compatibility of thecamera with your smartphone.Best Practices for Capturing Good VideoWhen images from the two fish-eye lenses have been stitched together via software, the line where they werestitched may be apparent. This line will be more obvious if the area of stitching is on a face or detailed feature.To avoid this stitching-line effect, turn the camera so that the space between the lenses is toward an object ofless importance and so that the main features of interest are directly ahead of the front or back lens.Postproduction Software RequirementsOnce the video is captured, the final video is produced through the use of software. First, the video from each ofthe fish-eye lenses is stitched together; many 360-degree cameras provide access to video-stitching software.The video can then be edited in standard video-editing software. Common edits include splicing together severalscenes, adjusting color, and adding narration. Narration can be very powerful, as it allows you to instruct theTools of the Trade Using 360-Degree Video for Immersive Learner Engagement JOE 56(5)©2018 Extension Journal Inc 1viewer to look at points of interest in your video and explain what they are seeing. Some video edits requirespecialized tools to accommodate the 360-degree footage. For example, adding text and logos requires specialediting tools so that text is displayed squarely when the video is viewed in a spherical format. Specific 360-degree editing tools are available in Adobe Premiere Pro.Publishing and Sharing the Final VideoThere are numerous options for publishing 360-degree-video content. Videos can be shared online on YouTube,Vimeo, Twitter, and Facebook. If your learners will be viewing the video in a classroom setting, providing virtualreality headsets will allow them to have the most immersive experience. A smartphone will fit into the headset toallow the video to be played from a service such as YouTube. More expensive headsets, such as Samsung VRGear, offer more features, such as buttons on the headset for controlling the video; alternatively, headsets suchas the Google Cardboard are inexpensive and very basic.ConclusionVideo recorded via 360-degree technology is a powerful tool for bringing learners virtually into environments thatthey otherwise could not access. In our informal pilot project, farmers who used this technology expressedenjoyment of the experience and, after viewing the 360-degree video, appeared to better grasp the conceptsexplained during the remainder of the field day. Use of innovative technologies, such as 360-degree video, isnecessary for Extension to continue to engage with clients in an increasingly digital world.ReferencesAdedokun, O. A., Parker, L. C., Loizzo, J., Burgess, W. D., & Robinson, J. P. (2011). Factors influencingparticipant perceptions of program impact: Lessons from a virtual fieldtrip for middle-school students. Journal ofExtension, 49(6), Article 6FEA8. Available at: https://www.joe.org/joe/2011december/a8.phpGuenthner, J. F., & Swan, B. G. (2011). Extension learners' use of electronic technology. Journal of Extension,49(1), Article 1FEA2. Available at: https://joe.org/joe/2011february/a2.phpKlemm, E. B., & Tuthill, G. (2003). Virtual field trips: Best practices. International Journal of Instructional Media,30(2), 177–194.Placing, K., & Fernandez, A. (2001). Virtual experiences for secondary science teaching. Australian ScienceTeachers' Journal, 48(1), 40–43.Copyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the property ofthe Journal. Single copies of articles may be reproduced in electronic or print form for use in educational ortraining activities. Inclusion of articles in other publications, electronic sources, or systematic large-scaledistribution may be done only with prior electronic or written permission of the Journal Editorial Office, joe-ed@joe.org.If you have difficulties viewing or printing this page, please contact JOE Technical SupportTools of the Trade Using 360-Degree Video for Immersive Learner Engagement JOE 56(5)©2018 Extension Journal Inc 2

Using 360-Degree Video for Immersive Learner Engagement

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Using 360-Degree Video for Immersive Learner Engagement

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