=Paper=
{{Paper
|id=Vol-3918/paper351
|storemode=property
|title=Experience in developing and implementing virtual tours using 360° video technology in the educational environment
|pdfUrl=https://ceur-ws.org/Vol-3918/paper351.pdf
|volume=Vol-3918
|authors=Oleksandr I. Pushkar,Oleksandr A. Bobarchuk,Svitlana M. Denysenko,Svitlana M. Halchenko
|dblpUrl=https://dblp.org/rec/conf/aredu/PushkarBDH24
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==Experience in developing and implementing virtual tours using 360° video technology in the educational environment==
https://ceur-ws.org/Vol-3918/paper351.pdf
Oleksandr I. Pushkar et al. CEUR Workshop Proceedings 308–318
Experience in developing and implementing virtual tours
using 360° video technology in the educational
environment
Oleksandr I. Pushkar1 , Oleksandr A. Bobarchuk2 , Svitlana M. Denysenko2 and
Svitlana M. Halchenko2
1
Simon Kuznets Kharkiv National University of Econimics, 9A Nauky Ave., Kharkiv, 61166, Ukraine
2
State Non-Commercial Company “State University “Kyiv Aviation Institute”, 1 Liubomyra Huzara Ave., Kyiv, 03058, Ukraine
Abstract
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 effect, demonstration of real production processes, modelling of complex situations and learning
technologies. The potential of 360° video technology to increase the efficiency 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.
Keywords
sound design, artificial intelligence, sound creation for music, Suno AI, sound plugins, visual novels, AudioGen
1. Introduction
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 edu-
cational practice [1], bringing education to a significantly new level. They form new approaches to
teaching and learning educational material and a new education system in general, acting as one of the
indicators of educational innovation [2, 3].
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 [4, 5]. That is, immersive technologies are a general name
for technologies that provide an experience of full or partial immersion in an alternative space or a
combination of it with the real world [6, 7]. Immersive technologies include:
• virtual reality (VR),
AREdu 2024: 7th International Workshop on Augmented Reality in Education, May 14, 2024, Kryvyi Rih, Ukraine
" aipvt@ukr.net (O. I. Pushkar); a.bobarchuk@interactiveklass.com (O. A. Bobarchuk); svitlana.denysenko@npp.nau.edu.ua
(S. M. Denysenko); smgalchenko@gmail.com (S. M. Halchenko)
~ https://tinyurl.com/4eut3t5e (O. I. Pushkar)
0000-0003-3592-3684 (O. I. Pushkar); 0000-0003-3176-7231 (O. A. Bobarchuk); https://orcid.org/0000-0001-8785-7784
(S. M. Denysenko); 0000-0003-0531-1572 (S. M. Halchenko)
© 2025 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
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Oleksandr I. Pushkar et al. CEUR Workshop Proceedings 308–318
• 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 edu-
cational activities beyond the previous limitations of human perception. They represent innovative
methods of creating, demonstrating and human interaction with content. The essence of these tech-
nologies 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 differently: 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 [8, 9, 10], in particular, interest, increased motivation to learn,
visualisation of educational content, personalisation of learning, providing feedback, real experience
and communication, development of critical thinking.
Among the immersive technologies used in education, AR and VR technologies are most often
mentioned. Their potential for creating engaging and effective learning environments is truly undeniable
[11]. However, no less interesting and relevant is the 360° technology (panorama and video), which
offers a more accessible and simpler way to immerse users in different contexts.
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 [12], mechanical engineers [13], teachers [14], etc. However, the possibilities of
their application in the training of publishing and printing specialists remain insufficiently studied,
which opens new prospects for research.
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).
2. Results
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 effective.
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 effective [15].
However, despite the fact that scientists and educators make significant efforts to implement immer-
sive 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 [16]. In view of this, 360° video technology is a more convenient, realistic and accessible
version of VR [17].
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
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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 [18].
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 differs from
it in the necessary real recording situation without programmed virtual environments [19]. Unlike
traditional flat 2D video clips, 360° video is recorded simultaneously in all possible directions with a
viewing angle of 360° horizontally and 180° vertically, giving the viewer expanded access to the video
object. In addition, due to its specifics, this technology, when viewing, really gives the impression of
being present in the scenes, provides opportunities for the viewer to change the viewing parameters in
several viewing angles and from any perspective and interact with the elements of the scene.
That is why 360° video is often called spherical or immersive video. In turn, 360° video can be of
several types [18, 20]. Figure 1 shows its varieties, depending on the type of image used, the method
of creation and the interactive capabilities that the user receives to interact with the content during
viewing.
360° Video
Display types Creation methods Interactivity
Monoscopic Realistic
(single image (cinematographic Non-interactive
for both eyes) or video recording)
Interactive
Stereoscopic or 3D-360° (viewer-controlled)
(separate images Animated
for each eye) 3DoF
Combined (three degrees
(realistic + com- of freedom)
puter graphics)
6DoF
(six degrees
of freedom)
Figure 1: Types of 360° video (based on [18, 20]).
On the one hand, 360° technology is a kind of video, but it differs 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 effect 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 [18].
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
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and expanding it and thus providing an exciting learning experience [21, 22]. And although interaction
with the created 360° environment is quite limited compared to AR/VR, a great advantage of this
technology is its greater simplicity and accessibility in creation and use.
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.
Table 1
Comparison of AR, VR and 360° video (based on [21, 22]).
Characteristic VR AR 360° video
Environment Completely artificial Overlaying artificial ele- Real, but with panoramic
ments on the real physical view
world
Level of immersion Maximum Medium Medium
Type of interaction Active, with objects Active, with objects and the Passive, content viewing,
real world viewing control
Equipment for use VR headset, con- Smartphone, tablet, special Smartphone, PC, VR
trollers glasses headset
Content creation 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 360-
world through special devices degree camera
Application in education 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 [19, 23, 24]. 360° videos allow students to observe a scene
in any direction, giving them the opportunity to virtually explore an imaginary world or view a real
recording of the real world. On smartphones, when they move and rotate their devices left and right or
up and down, the images they see move in perfect synchronisation; on laptops and desktops, they can
easily navigate spherical 360-degree videos by clicking and dragging navigation buttons, or using a
mouse or touch screen [23]. Thus, 360° technology allows creating interactive and immersive learning
environments that help gain new knowledge and skills in an engaging and effective way.
With the help of this technology, compared to traditional learning, it is possible to create a learning
experience that would be impossible or extremely difficult in dangerous or hard-to-reach conditions [25].
Thanks to it, students can visit remote or restricted places, such as historical and cultural monuments,
museums, laboratories, industries and distant countries; study complex concepts in a more accessible
and interesting way; conduct virtual tours, as if being among the exhibits and explore objects from
all sides. In each of these cases, learners act as active participants in the learning process, not passive
consumers of information.
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 effect of full immersion in the professional
environment);
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• 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 different 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 technolo-
gies (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 Com-
puter 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 sufficient
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
first 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
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Preparatory phase
Basic training Theoretical 360° introduction Practical 360° introduction
Task setting
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
Figure 2: Stages of implementation of an educational project to create a 360° video.
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 difference 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 affordability, 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
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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.
Figure 3: Sketch and captured 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.
Figure 4: Video stitching.
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.
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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.
Figure 5: 360° video tour.
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 [26], taking
into account the peculiarities of the educational process in pedagogical design.
Of the four types of knowledge (unformalized, weakly formalised, conceptual, systemic scientific-
theoretical 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 [27]. This approach is advisable to use to create visual content for
such disciplines as “Packaging Design”, “Illustration”, “Computer Animation and Virtual Reality”, “3D
Modeling”.
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.
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3. Conclusions
360° video technology, which is based on the creation of panoramic content, provides the effect of
presence and immersion. Its difference 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 effectively 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 effective. 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.
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