The technology required to produce 360° video, also known as immersive video, is becoming more affordable. In a world where synchronous video conferencing and asynchronous video-based instruction is ubiquitous, immersive video is another engaging tool for connecting students with information. The technology can even be edited, and some cases recorded, at a low-cost by using a smartphone with applications such as VeeR Editor, V360, Blender and Collect. Smartphones with multiple cameras and additional devices like the Go Pro Max or Insta360 One X2 also widely available and relatively affordable.
As a video producer, and communications professional, I have long been intrigued by the concepts of immersive video to develop more dynamic and engaging content. For many years, the technology initially appeared to be complicated and expensive to produce and consume but that has begun to change. Watch my short overview of immersive technology to learn more.
3D video has been around since the late 1890s when William Friesen patented the technique of projecting film side by side, but it wasn’t until 2015 that 360° video emerged as another option for immersing a viewer into the environment (Cameron et al, 2020). Virtual Reality (VR) or Augmented Reality (AR) are slight extensions of immersive video with the added element of interactivity. 360 video gives the sense of being in a space while AR allows a user to interact with the environment. ADVRTAS’ website provides a good overview of the differences between these technologies.
As a video producer, I have treaded carefully around 3D and 360° video as they have been expensive and required slightly different skillsets. Within the last few years, more affordable equipment options (including mobile phones) have come on the market. I definitely see a value in using these technologies to engage students. During the pandemic, although I promoted the technology, most faculty at UBC Okanagan’s School of Engineering elected to use traditional video during online teaching.
Mobile technology has brought 360 video (production) into the hands of most smartphone users. In fact, smartphone users can use DYI headsets or inexpensive VR headsets to view this content from sources such as YouTube. You can also build an immersive map using a smartphone and Matterport. Is it truly immersive if you aren’t actually moving around? That is more of a semantic question since your brain processes the information but the experience lacks tactile responses.
Bringing the classroom or the subject to life is what great educators are able to do with their lessons, and immersive 360° video enables learners to step into an environment virtually. The technology in many cases does not require additional technological knowledge beyond how to operate a camera. According to Adnan (2020), “academic subjects and courses that can be taught with the help of augmented reality technologies should help learners to gain improved comprehension, and even deeper insights into certain academic subjects and more difficult topics” (Adnan, 2020, p 5). Many existing platforms for video dissemination like YouTube and Facebook allow users to post 360° videos, so users familiar with those platforms can easily access this sort of content.
Additional tools can build upon 360° video, but mobile phones can be used for both content creation and viewing. No longer do we need to aspire to create environments like Star Trek’s holodecks when our phones (and potentially a cardboard VR headset) can take us anywhere at anytime. As educators, we can build upon 360° video by having someone livestream a 360° video and act as an avatar for learners; in essence creating a virtual reality experience.
In their paper entitled “Interactive virtual technologies in engineering education: Why not 360?”, Violante et al (2019) highlight ways to “harness new technology to create digital learning experiences that truly enhance the quality of engagement and knowledge retention for the individual learner (Violante et al, 2019, p.737). They found that students were more engaged, focused and attentive when using their 360 applications. “The 360° video gives the possibility to the student to have problem-solving behaviour, to improve the understanding of the learning topics covered by the video and the reflection and interpretation of the learning theme” (p.739).
In another study related to 360° video usage for teacher training, the researchers found that “the use of 360‐degree videos in theoretical lectures is a promising combination for teacher educators to improve PSTs’ (preservice teachers) interpretations of noticed classroom events and prepare them for their job as teachers” (Theelen et al., 2019, p.9). Similarly, Arents et al. (2021) found that while 360° video did not augment the knowledge of medical students, it did prepare them for their first operating room experiences. “Among situations where the number of procedures are unpredictable, such as a Caesarean Sections, addition of a 360° VR video to the curriculum can be a useful, low-cost tool to fulfil the learning needs of students (Arents et al., 2019, p.8).
The research described thus far focused on adult learners predominantly. Forkides and Arvaniti (2020) studied the usage of 360° videos in primary schools within environmental education classes. Their study found that the technology was impactful in improving students’ assessment scores. The researchers did note that 360° videos can cause motion sickness or severe discomfort, but they did not report any such issues in their study. Overall, Forkides and Arvaniti felt there were any advantages to using 360 videos but suggested that technology be used in conjunction with other tools and activities to “avoid students’ distraction because of their novelty” (p.14).
Based on a limited review of the literature, 360° video can be an effective tool for educators at all levels to engage their learners in a variety of subject matter. The opportunity to use existing and low-cost mobile technology allows educators to not ensure all students have access, but educators can also be the creators of their own content enabling them to easily meld 360° video into their lessons.
References
Arents, V., de Groot, Pieter C M, Struben, V. M. D., & van Stralen, K. J. (2021). Use of 360° virtual reality video in medical obstetrical education: A quasi-experimental design. BMC Medical Education, 21(1), 202-202. https://doi.org/10.1186/s12909-021-02628-5
Adnan, A. H. M. (2020). From interactive teaching to immersive learning: Higher education 4.0 via 360-degree videos and virtual reality in malaysia. IOP Conference Series. Materials Science and Engineering, 917(1)https://doi.org/10.1088/1757-899X/917/1/012023
Cameron, J., Gould, G., Ma, Adrian. (2020). 360 Essentials: A Beginner’s Guide to Immersive Video Storytelling. Ryerson University Pressbooks. https://pressbooks.library.ryerson.ca/360essentials/
Fokides, E., & Arvaniti, P. A. (2020). Evaluating the effectiveness of 360 videos when teaching primary school subjects related to environmental education. Journal of Pedagogical Research, 4(3), 203-222. https://doi.org/10.33902/JPR.2020063461
Theelen, H., van den Beemt, A., & den Brok, P. (2019). Using 360-degree videos in teacher education to improve preservice teachers’ professional interpersonal vision. Journal of Computer Assisted Learning, 35(5), 582-594. https://doi.org/10.1111/jcal.12361
Violante, M. G., Vezzetti, E., & Piazzolla, P. (2019). Interactive virtual technologies in engineering education: Why not 360° videos? International Journal on Interactive Design and Manufacturing, 13(2), 729-742. https://doi.org/10.1007/s12008-019-00553-y
All broll used in the video is courtesy of pexels.com and pixabay.com (through Creative Commons Licensing)
Helpful Links
360 Video Wikipedia https://en.wikipedia.org/wiki/360-degree_video
3D Film Wikipedia https://en.wikipedia.org/wiki/3D_filmc
Chronology of 3D Film History https://www.theguardian.com/film/2009/aug/20/3d-film-history
How to make 360 videos with ar iphone https://filmora.wondershare.com/virtual-reality/make-360-videos-with-iphone.html
Make your own VR headset https://youtu.be/8qNmRi-gNqE
How to take 360 degree videos on an iPhone https://www.youtube.com/watch?v=qUsJAw_q440
What happens inside our body? (360-video) https://youtu.be/kw9EJbezlK4
Medical simulation promotional video (360-video) https://youtu.be/LGkZSkfCDu4
Discovery Channel Rollercoaster (360-video) https://youtu.be/-xNN-bJQ4vI
Quick & Inexpensive Start Options (for producing & hosting 360 video)
https://www.marzipano.net/ or https://briovr.com or https://www.klapty.com
Solid video, Sam! As much as I love the functionality of 350° videos and the possibilities that it has, I suffer from motion sickness. I used to watch my cousins play video games and recently I tried watching a friend play video games on a curved monitor. My friends have also posted some 360° videos on their social media platforms. In all of these instances, I got dizzy and had to lie down. Is there a way for me to enjoy 360° videos and not feel motion sickness?
I really like how 360° videos have developed to the stage that it is right now. We no longer have to rely on watching Magic School Bus to know how red blood cells work or how food travels through our body. With 360° videos, we have the possibility of seeing a more realistic version of how this works in real life.
Thanks Sarah. I think there will always be some people who have difficulty with this technology (from feeling disoriented to actual motion sickness). Most 360 video is shot to be viewed using a headset, but watching on a regular screen is possible and might reduce the physical reaction.
Would AR be adopted faster by Higher level education such as Med schools if 360 video was used by everyone? I think that AR in these scenarios would prepare students extremely well for procedures such as surgeries or mechanical tool use or even flying planes or piloting other heavy machinery. I think that 360 video most definitely has an effect in those situations but nothing compares to hands on experience and nothing gets closer to that than AR. On another note, would using 360 video possibly engage students in topics which they would’ve completely avoid otherwise? If so, would they actually learn from that or would they simply be paying attention to the fact that the presentation is in a new format itself?
Hi Miguel, your last question in particular struck me. I think that any new technology that engages students is valuable, but you’re right if the “gimmick” is more appealing than the content – there is probably some sort of disconnect.
Hi Sam,
Great post, and thanks for all the helpful links and tools. I will definitely use some of these in the future. I have begun implementing 360° photos and videos in my eLearning design. Design programs such as Articulate Storyline and Adobe Captivate have made implementing such features into mobile learning classes quite straightforward. It has allowed me to create more interesting ways of providing training and development, such as providing content and testing through virtual escape rooms. In my experience, I have only implemented 360° photos and video in classes directed at one learner. As technology continues to progress, I am interested in how we can use such technology to create virtual learning environments for multiple learners simultaneously.
Thanks Graham. There are so many new interesting technologies and platforms to work within the 3D space. If you are open to sharing, I’d love to see how you used it for that learner.
Last week I wrote about filmmaking as a shift in a mobile culture. So I easily understand that mobile devices affordances facilitate 360 videos production and edition. Also, I shared your opinion that 360 videos make learning fun and engaging for learners. I like the idea of educators who decide to create their own content. However, I have seen some educators fear using videos because they think video can take their place in the classroom. There is too much resistance to change, and educators don’t know how to integrate technology. Sadly, some teachers will get stuck in the substitution phase of the Puentedura model of technology integration (SAMR model).
On the other hand, I am for helping students demonstrate their learning and express their own stories using 360 videos. I think it is a good investment. I am hoping to find out more about this. Thank you for your analysis.
Thanks for your feedback Deisy. It is nice to be sharing these ideas with educators (and people like me affiliated with educators) who have a desire to implement technology into learning environments, or creating learning environments using tools such as immersive technologies. Just like in life, not everyone shares that desire or outlook. I do think that more accessible tools allow for greater uptake. Thank you for directing me to SAMR model — great foundation for teaching design that incorporates technology.