The article examines the specifics of such a modern immersive technology as 360 ° video. Its characteristics, varieties, and possibilities of application in the educational process are considered, including the peculiarities of training specialists in the publishing and printing industry, which requires a combination of theoretical knowledge and practical skills. 360° video technology allows creating interactive and immersive content that provides an immersive efect, demonstration of real production processes, modelling of complex situations and learning technologies. The potential of 360° video technology to increase the eficiency of learning through visualisation of material, interactivity and active interaction of students with content is determined. The experience of developing and implementing 360° video technology in the educational environment within the framework of an educational project on the development of a virtual tour is described. The article presents the methodology for implementing an educational project to create 360° video, which includes theoretical training, mastering software and hardware, and practical work on creating and processing video content. The practical result of the study is the creation of a virtual university tour, demonstrating the application of innovative solutions in the professional training of students.
Changes in society, technologies and the labour market require constant modernisation of educational programmes and teaching methods. Higher education should prepare specialists capable of flexibly adapting to new challenges. The use of modern technologies, which are becoming an integral part of any field of activity, is a key aspect of such training. Among the latest technologies, immersive technologies, which are gaining increasing popularity and widespread use, are of particular interest.
Today, augmented reality technologies are characterised by active implementation in world
educational practice [
As noted by scientists, immersive technologies are used as a collective nomination for human
interaction with space, information, content on the verge between the real and the unreal product
of virtual, augmented or mixed realities [
• virtual reality (VR), • augmented reality (AR), • mixed reality (MR), • extended reality (XR), which combines AR and VR technologies, • 360° photos and videos.
All these types of immersive technologies provide new approaches to the implementation of
educational activities beyond the previous limitations of human perception. They represent innovative
methods of creating, demonstrating and human interaction with content. The essence of these
technologies is to combine the real world with the virtual one. By expanding human experience and going
beyond spatial limitations, they immerse the user in the virtual world and provide an opportunity to
perceive immersive content diferently: not only to see and hear, but also to touch or connect other
sensory sensations, or even to “be” a part of it. Scientists agree that the use of immersive technologies in
educational practice has many advantages [
Among the immersive technologies used in education, AR and VR technologies are most often
mentioned. Their potential for creating engaging and efective learning environments is truly undeniable
[
The directions of application of immersive technologies in higher education are also very wide. In
the domestic educational space, there is experience of their use in the training of future specialists in
the field of linguistics [
The aim of the study is to reveal the specifics of 360 ° video technology, determine its didactic potential and possibilities of application in the professional training of future specialists in publishing and printing in the context of the implementation of educational projects (using the practical experience of creating virtual video tours as an example).
The modern educational process, which in today’s conditions is forced to move into the digital space, requires a review of approaches to the organisation of the information and educational environment and the formation of educational content. Under such conditions, the use of immersive technologies is not just a tribute to a popular educational trend, but an urgent necessity to involve students in learning and make their activities informative, exciting and efective.
This is especially important in the training of specialists in the publishing and printing industry,
which combines technical, production and creative aspects. The training of specialists in this field
requires extensive use of visual materials, such as samples of printed products, demonstrations of
production processes and equipment. The use of immersive technologies will allow students not only
to theoretically master the material, but also to gain practical experience, will provide an opportunity
not just to passively observe, but to actively interact with the educational content. This allows for a
deeper immersion in the material, consolidation of knowledge and makes the learning process more
interesting and efective [
However, despite the fact that scientists and educators make significant eforts to implement
immersive technologies in educational practice, their widespread use is complicated by a number of factors.
In particular, technological, organisational and financial challenges hinder the large-scale virtualisation
of learning [
360° technology is one of the most recognisable forms of immersion technology that creates a virtual
reality experience by which users can immerse themselves in a 360° digital environment. 360° technology
comes in two types: 360° panorama and 360° video. 360° panoramas or videos are visual constructs in
which images or videos in all directions are captured and presented simultaneously [
Within the framework of this study, the technology of 360° video is of particular interest. It is a
specific video format that has the characteristics of virtual reality, but at the same time difers from
it in the necessary real recording situation without programmed virtual environments [
That is why 360° video is often called spherical or immersive video. In turn, 360° video can be of
several types [
Display types Monoscopic (single image for both eyes) Stereoscopic or 3D-360° (separate images for each eye)
360° Video Creation methods
Realistic (cinematographic or video recording)
Animated
Combined (realistic + computer graphics)
Interactivity Non-interactive
Interactive (viewer-controlled)
3DoF (three degrees of freedom)
6DoF (six degrees of freedom)
On the one hand, 360° technology is a kind of video, but it difers significantly from the usual video materials, because it provides a feeling of immersion in the broadcast environment, which brings it closer to augmented and virtual reality, because like AR/VR, it conveys a sense of presence and allows interaction with the virtual environment. However, unlike AR/VR, 360° video only creates the efect of presence, allowing the user to freely rotate and view the image from any angle, as if they were directly at the filming location, but does not provide such powerful sensory sensations of full presence.
For example, 360° video that supports 3DoF (three degrees of freedom) gives the user the following
capabilities: look forward and backward, side to side, and shoulder to shoulder, that is, in any direction
in which the head can rotate. You can also use hand controllers to manipulate some objects or perform
certain actions, but 3DoF limits you to being tied to one place, so it is often called fixed virtual reality.
6DoF means six degrees of freedom: the ability to change the position of the head and body while
viewing content [
For example, VR uses the power of computer technology to create a simulated environment that can
be explored and interacted with fully immersed and replaces the “real” world with an alternative one,
while AR overlays computer-generated images on an existing space in the real world, complementing
and expanding it and thus providing an exciting learning experience [
Table 1 shows a comparison of the features of the three immersive technologies in terms of such important characteristics as the properties of the projected environment, the level of immersion and the type of interaction in the immersive environment, the equipment for its use, the design approach and possible directions of application in the educational process. Complex, requires Relatively simpler, overlay- Simpler, does not require full computer mod- ing computer-generated im- computer modelling, elling of an artificial ages on the real world shooting with a 360world through special devices degree camera Simulations, virtual Interactive textbooks, vir- Virtual excursions, tours, laboratories tual excursions process demonstrations, etc.
Given its features, 360° video is gaining popularity in the field of education. Scientists determine the
powerful didactic potential of this technology [
With the help of this technology, compared to traditional learning, it is possible to create a learning
experience that would be impossible or extremely dificult in dangerous or hard-to-reach conditions [
Regarding the peculiarities of training future specialists in the publishing and printing field, 360 ° technology can become a powerful and accessible tool for creating immersive educational materials and building an educational environment. Considering the specifics of the industry, 360 ° materials can be used to provide the following educational goals: • demonstration of production processes and functioning of printing equipment (360° video allows to clearly show all stages of production and creates the efect of full immersion in the professional environment); • modelling of complex, risky production situations, minimising the risks of errors, which is critically important in real production; • research of printing technologies and comparison of diferent technical solutions; • familiarisation with printing materials, demonstration of their properties and peculiarities of use; • demonstration of interaction of specialists in production, which helps to better understand the coordination of work in the printing shop; • practical study and analysis of the principles of composition construction, selection of fonts, textures and colour schemes in real projects, carrying out a detailed study of samples of publication design in an extended space; • study of the history of the industry and its current state; • development of “visual perception” and formation of creative skills; • creation of presentations and development of communication skills (360° video is an innovative tool that students can use to create special and visual presentations of their work and research).
In form, such 360° educational materials can be very diverse: virtual excursions and tours to real enterprises / exhibitions / galleries / museums, virtual demonstrations, virtual production quest rooms, simulators, seminars, educational videos. In addition, 360° video can be combined with other technologies (for example, adding AR markers or 3D models). A set of materials on one topic can be structured in the form of an immersive educational module, as a separate completed block of learning, and become an important component of an interactive educational environment.
However, 360° video can be not only an educational technology that helps in the study of certain academic disciplines, but also an object of study and a learning tool. Thus, at the Department of Computer Multimedia Technologies of the State University ‘Kyiv Aviation Institute” there are a number of educational disciplines, the purpose of which is to study various interactive and immersive technologies, including 360° video technology. And one of the best ways to master them is not just a theoretical acquaintance with the specifics and features of the technology, but the implementation in practice of a real project using it. In this way, students gain real practical experience working with modern technologies, taking on the functions of creative content developers.
Based on this, at the Department of Computer Multimedia Technologies, together with students, an educational project was implemented and a 360° video tour of the university territory was created. The experience of implementing an educational project showed that it is most appropriate to organise it in several consecutive stages (figure 2).
Before starting to create a real 360° video, it is necessary for students to already have a suficient set of practical skills in working with a set of tools. They master various programs and equipment necessary for work: they acquire practical skills in the use of hardware (photo and video cameras, PCs, other devices) and software (video and audio editors, editing programs, etc.). In addition, they already have knowledge of composition construction and optimisation of visual content (colour adjustment, light, aesthetics of the frame).
The second stage is theoretical preparation. Students need to be introduced to the specifics of the new technology. This stage involves assimilation of the essence of 360° technology, its capabilities and scope, basic concepts and terminology related to 360° and theoretical aspects of the application of this technology in real projects. It is also important to acquire initial knowledge about the principles of operation of 360° cameras, features of shooting and processing of this type of content.
Having theoretical knowledge and basic skills, the next step for students is to move on to the practical stage: the implementation of a real 360° project. They were given a specific task, which was to create a 360° video tour of the university territory. The project itself was implemented in two major stages. The ifrst was to create video materials, and the second was to process them and compile them into a single material with subsequent publication on the Internet for further viewing.
At the first stage, an analytical review of existing similar materials was carried out, the concept and script of the video were developed, equipment and software were selected, and video shooting and synchronous recording of the sound accompaniment were conducted. The type of video tour Preparatory phase
Task setting Basic training
Theoretical 360° introduction
Practical 360° introduction Goal definition
Work planning
Equipment & software selection
Project implementation: content creation Reference Study
Concept definition
Shooting preparation
Material recording
Project implementation: processing and assembly Video processing
Audio processing
Video-audio sync
Metadata addition
Publication and distribution Publication file preparation
Platform selection
Publication
Distribution that was created is a review of notable places with a presenter. This format is characterised by high informativeness, is emotional and provides visual contact with the audience.
Technically, the 360° video was created by simultaneously shooting two 180° frames together. That is, two 180° shots make up one 360° frame. To do this, you need to use special 360° cameras that have special characteristics that distinguish them from ordinary video cameras. The main diference is that the 360° camera immediately takes a panoramic image, covering the entire space around without the need to use multiple cameras or take separate frames. This makes the shooting process simpler and more accessible for new users. The user can also easily select the desired parameters for shooting, and the captured material is ready immediately for processing, and the video processing process itself takes less time.
The Samsung Gear 360 camera was used for shooting due to its advantages such as afordability, wide setting options during shooting, compatibility with processing programs, and large memory capacity. A tripod and a smartphone with a downloaded application were also used, where the necessary camera settings were set.
An important task at this stage was the preliminary sketching of frames, which included detailed planning of their compositional construction. Special attention was paid to determining the line of symmetry and the horizon line, which play a key role in creating a balanced and harmonious image. The distance from the camera to the presenter and key shooting elements was also calculated, which allows the objects to be correctly positioned in the frame, ensuring their optimal visibility and interaction in space. Such careful planning of the compositional construction helps to avoid technical errors during 360° video shooting and ensures a high-quality final result, both in terms of technical implementation (focusing, object placement) and aesthetic perception of the frame. Figure 3 shows the sketching of the frame and the captured 360° frame.
At the second stage, all the captured materials were processed (video stitching, frame cropping, colour correction, sound processing, video clip editing) and exported in 360° video format. A set of software was used to process the materials. In Gear 360 ActionDirector, the videos obtained from the two lenses were stitched together into one video sequence, the best frames were selected and the entire video material was trimmed, and colour correction was performed. This program was chosen because it comes with the camera and does not require additional costs for purchase, and it has many additional technical possibilities for post-processing the captured video (setting transitions, overlaying titles, optimisation, etc.) like other well-known powerful applications. Figure 4 shows the video stitching process.
In Adobe Audition CC, the audio accompaniment was processed, audio tracks were cleaned of noise to improve the sound. In Adobe Premiere Pro, video and audio tracks were synchronised and background music was added.
In order to distribute the created 360° video, the participants of the educational project finalised the metadata of the file so that it would be recognised by video hosting services. For this purpose, Spatial Media Metadata Injector was used. Figure 5 shows the final material of the 360 ° video tour placed on the website of the Faculty of International Relations.
As you can see, although 360° video technology is simpler than full-fledged VR, it requires the use of certain hardware and software components and the availability of special knowledge and skills. When it comes to software solutions, special programs and applications are necessary, with the help of which you can create, edit and play engaging content. Appropriate hardware is also necessary, which is used both at the stage of creating and processing materials, and is necessary for viewing immersive content. With their use, you can implement projects that are extraordinary in appearance.
The Department of Multimedia Systems and Technologies of the Simon Kuznets Kharkiv National
University of Economics, in cooperation with the Department of Computer Multimedia Technologies
of the State University “Kyiv Aviation Institute”, is developing another direction of using various
interactive and immersive technologies in the educational process. Thus, when creating the content
of multimedia didactic complexes for the digital educational space of the educational-professional
program ‘Technologies of Electronic Multimedia Publications”, 360° video technologies are used. This
project involves structuring knowledge based on the approach of Nonaka and Takeuchi [
Of the four types of knowledge (unformalized, weakly formalised, conceptual, systemic
scientifictheoretical knowledge), the project selects the first two types of knowledge for a given topic, which
provide answers through visual and verbal tools to the questions: “how is it done”, “how is it used
and why”; “how is it designed and manufactured”. The use of 360° video technology allows solving
a wide range of didactic tasks: ensuring the perception, memorisation of knowledge, ways of action
(including at the level of application in a changed situation), connections and relations in the object of
study; establishing the correctness of the assimilation of educational material; ensuring the assimilation
of knowledge and methods of action [
As part of the international project “Methods of Distributed Development of Computer Games”, students of EPP “Technologies of Electronic Multimedia Publications”, who are engaged in the scientific circle “Augmented Reality and Computer Games: Methods of Content Development and Animation”, took part in the Online Pitching Event at the University of Bayreuth (Germany). The results of such testing showed the feasibility of continuing research and development of immersive technologies in this direction. 3. Conclusions 360° video technology, which is based on the creation of panoramic content, provides the efect of presence and immersion. Its diference from AR/VR is greater accessibility due to lower hardware requirements and a simpler creation process. And although the level of interactivity in 360° video is limited compared to AR/VR, where the user has the opportunity to actively interact with the virtual environment, this technology has significant didactic capabilities, in particular, in the training of publishing and printing specialists. Due to the possibility of visually rich immersion, this technology allows students not only to efectively master educational material, but also to directly approach real professional tasks. The creation of 360° video promotes the development of critical thinking, creative abilities and technical skills in working with equipment and software, which are important components of professional competence. The practical experience of creating virtual tours using 360° video technology in educational projects has shown that this approach in the educational process is extremely efective. On the one hand, students became acquainted with one of the most relevant modern immersive technologies through their own practical experience. On the other hand, the developed methodology for creating 360° video tours has come in handy for other students who can create their own exciting projects. And finally, the created 360 ° video tour is not just another educational task, it is a real product that is used in practice.
Prospects for further scientific research are seen in the study of other aspects of 360° video development and the possibilities of using this immersive technology in higher education. In particular, it is planned to continue creating 360° videos to enrich the educational environment with high-quality immersive content: video tours shot at real objects, classrooms, university laboratories, at production facilities of stakeholders, as well as video content about the functioning of complex and hard-to-reach objects (inside airplanes, engines, other aircraft systems, etc.). It is also important to continue work on the development of methodological recommendations for their use of 360° video in the educational process. A special potential is seen in the creation of virtual excursions and tours in 360° format, which will allow students to gain practical skills and feel themselves in the conditions of real professional activity, even while being in the classroom.
Declaration on Generative AI: The authors have not employed any Generative AI tools.