When planning 360-degree video eLearning adventures and training simulations, we need to consider where we want visitors to look. Lead or we also need to guide visitors through the experience in ways that are subtle that enable visitors to feel as though they’re in control of their experience and in the scene. To do this, we must pay attention to the following three factors: camera placement, place, and composition. In this article, identify key terms, and talk about best practices for implementation.
The composition is thought of as “the design and relative position of the items within a photo” (Wohl). Unlike in 2-D video, there is no defined, stationary rectangular frame which contains the experience. Therefore filmmaking concepts like the rule of thirds do not apply to 360-degree video. In the same way, Point-of-View (PoV), Point-of-Interest (PoI), and storyline also work quite differently in immersive environments. As a result, our approach to creating 360-degree videos will seem different and operate under an entirely new set of principles. While the 360-degree video does not have a defined frame, the visitor still has a personal frame, or field of view (FoV). This FoV moves dynamically, centered on the visitor’s gaze as they look around the surroundings. Thus, we can use architectural features like windows, doorways, etc. to provide real-world boundaries, create visual alterations for our visitors, and compose a lively FoV for each moment experienced by each visitor.
Compass and quadrants
When writing a lively FoV, we must define our curved compass and choose where “north” is to get a specific learning experience. Where our visual north is Understanding will help ascertain north, choreography, item placement, and the camera place.
With north decided, we are now able to split the space enclosing the camera into four quadrants: northwest (typically the primary PoI), south, east, and west. We may even decide to add sections for up and down depending on the eLearning experience. Quadrant designation assists with knowing where a visitor might look and what they might see.
Figure 1: Quadrant design when seeing an equirectangular frame
We must consider what other components to comprise within 100 degrees FoV (50 degrees to the right and left, or about what’s going to appear at a visitor’s peripheral vision in a VR headset) of our PoI to direct attention toward or restrict distractions from the PoI. Additionally, we ought to put actors and PoI at least three feet (i.e., one meter) from the camera when we can. This can decrease any possible stitching issues and make a more natural sense of depth (i.e., enhanced parallax). (See Figure 2) Also, the crew should exit the spectacle or stand behind the camera opposite the main PoI.
We’re not necessarily able to control the placement of objects and individuals within a space. Our choice of place in and camera placement within the scene can be more important than the composition of the spectacle.
Location & cam placement
Because of the lack of a frame in any virtual environment that is, camera and place placement become our tools for directing the visitor’s focus. First, we need to treat as well as “throw” the place and camera as characters in our story, since these will be the “personalities” our visitors will finally encounter and embody. In determining our place, we need to consider specificity (i.e., which room/s within construction and), uniqueness, lighting/exposure, and depth or distance of activity.
1 consideration for determining camera placement is the “spin budget” How much can a visitor need to twist their head or entire body to observe the experience? Our purpose is to set the camera at a place that does not require their minds to turn. If individuals “twist” too much, it may ruin the feeling of existence that is immersive and even cause nausea. As a result, it’s often better to put the camera at a corner or side of a room instead of in the middle.
We ought to avoid putting the camera where students wouldn’t find themselves. By way of instance, a person wouldn’t stand in the center of a dinner table on top of a robotic arm, so we likely do not want to place a camera at those areas either. That may be ineffective and disorienting. Rather, we need to set the camera where students will stand, like in front of a rear control panel. Further, we must avoid putting the camera within the “helpless distance” (i.e., so near objects and actions that it is frustrating we can not socialize).
A well-designed video presentation can go a long way in the eLearning industry. Today, interactive content, such as a real-time video, can help enhance communication and social media functionality. Text-based content can also be used for a variety of applications. These can include informational tutorials and eLearning classes, games, simulations, training, and product demonstrations. All these have taken a giant leap in today’s world of ELearning. There are a number of different ways to bring your real-time video into an eLearning environment.
When making your interactive video, it is important to start by placing the content at the beginning. This is important because when you make an interactive video, your audience will be more likely to stay with the content that they have already seen. So you must place your information at the beginning. Once you have located your information, you should then create your first shot. This is where you are going to be able to create your first action. Remember, the most important part of your video is the first action that you take.
Finally, when creating your video, you should then add the video out. Remember that the ELearning industry has become a very interactive one. Your viewers have become accustomed to this and they are ready to do something during your video that will help them participate. Make sure that you set the scene that your video will begin by introducing your audience to some sort of presentation. For example, you may want to use some images and text to guide them through the process of reading some sort of information. You can do this using pictures and graphics or audio. Make sure that you use both in your video.
Unlike with traditional 2-D film, videos that are 360-degree record a whole scene so there is only so much we can direct and control. Fortunately, composition, place, and camera placement are 3 crucial creative factors we can control. Designing our video eLearning experience while highlighting the best strengths of the medium and minimizing its flaws will help us guide the visitor’s experience in ways. This will, in turn, allow us to educate and advise with more engaging content.