360° Video VR Immersion: Taking Google Cardboard to the Next Level

Participate and share

[Participate and share : Poster]

Tuesday, June 27, 10:30 am–12:30 pm
Tower View Lobby, Table 12

Matthew Baylor   Robert Nakama   Richard Tran   Mark Yap  
With the emergence of Google Cardboard, educators are now able to take their students to new environments without leaving the classroom. The current platform is fresh and engaging; however, several limitations prevent full immersion. Join us to see how we have developed fully immersive 360° video content for the classroom.

Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Android, iOS
Participant accounts, software and other materials: YouTube app and Google Cardboard. If applicable, participants should bring their own VR 360 viewers for the best experience.
Focus: Digital age teaching & learning
Topic: Augmented and virtual realities
Grade level: PK-12
Subject area: STEM/STEAM
ISTE Standards: Teachers : Design and develop digital age learning experiences and assessments
Administrators : Visionary leadership
Administrators : Digital age learning culture

Digital tote resources

Proposal summary

Purpose & objective

Our purpose is to educate participants about the current state of VR in the classroom, and to inform on how to create content that takes VR to the next level. We seek to effectively present the limitations of the current landscape of VR in education. Participants will be able to replicate and produce quality 360 VR footage to utilize in their learning environments. Participants will also learn of the hardware (360 cameras: 360Fly, Theta S, Nikon KeyMission 360) and software (Adobe Premiere, Mettle VR plugin, & proprietary camera software) required to produce 360 video VR content. We would like to be able to encourage participants to create their own 360 video content to share with other educators from around the world in the hopes to develop digital age learning experiences. We also seek to share our experience with 360 video content in our school and how it was utilized in curriculum, specifically in language acquisition via context dependent learning. We will share with participants our results of a project done utilizing the ARCS model, and report on student perceptions of 360 video in the classroom.

Outline

We seek to effectively present the limitations of the current landscape of VR in education. Participants will be able to replicate and produce quality 360 VR footage to utilize in their learning environments. Participants will also learn of the hardware (360 cameras: 360Fly, Theta S, Nikon KeyMission 360) and software (Adobe Premiere, Mettle VR plugin, & proprietary camera software) required to produce 360 video VR content. We would like to be able to encourage participants to create their own 360 video content to share with other educators from around the world in the hopes to develop digital age learning experiences. One of our objectives is to enable participants to think about ways they can leverage 360 video content in their curriculum to further enhance learning. We also seek to share our experience with 360 video content in our school and how it was utilized in curriculum, specifically in language acquisition via context dependent learning. We will share with participants our results of a project done utilizing the ARCS model, and report on student perceptions of 360 video in the classroom.

Supporting research

360 Video: Bringing a New Ocean Experience Into the Classroom. (2016, July 28). Retrieved August 29, 2016, from https://www.oceanfirsteducation.com/node/203

Deborah Ulrich, Sharon Farra, Sherrill Smith, Eric Hodgson, The Student Experience Using Virtual Reality Simulation to Teach Decontamination, Clinical Simulation in Nursing, Volume 10, Issue 11, November 2014, Pages 546-553, ISSN 1876-1399, http://dx.doi.org/10.1016/j.ecns.2014.08.003.

Dubravka Miljkovic, Tomáš Jeřábek, Vladimír Rambousek, Radka Wildová, 5th World Conference on Psychology, Counseling and Guidance, WCPCG-2014, 1-3 May 2014, Dubrovnik, CroatiaSpecifics of Visual Perception of the Augmented Reality in the Context of Education, Procedia - Social and Behavioral Sciences, Volume 159, 2014, Pages 598-604, ISSN 1877-0428, http://dx.doi.org/10.1016/j.sbspro.2014.12.432.

Johanna Bertram, Johannes Moskaliuk, Ulrike Cress, Virtual training: Making reality work?, Computers in Human Behavior, Volume 43, February 2015, Pages 284-292, ISSN 0747-5632, http://dx.doi.org/10.1016/j.chb.2014.10.032.

Jorge Martin-Gutierrez, Egils Ginters, Mario Martínez Zarzuela, Francisco J. Díaz Pernas, Sergio Martín Calzón, David González Ortega, Miriam Antón Rodríguez, 2013 International Conference on Virtual and Augmented Reality in EducationEducational Tourism through a Virtual Reality Platform, Procedia Computer Science, Volume 25, 2013, Pages 382-388, ISSN 1877-0509, http://dx.doi.org/10.1016/j.procs.2013.11.047.

Maria Virvou, George Katsionis, On the usability and likeability of virtual reality games for education: The case of VR-ENGAGE, Computers & Education, Volume 50, Issue 1, January 2008, Pages 154-178, ISSN 0360-1315, http://dx.doi.org/10.1016/j.compedu.2006.04.004.

Quillen, I. (2011, June 15). Video Tools Take Panoramic View of Classrooms. Retrieved August 29, 2016, from http://www.edweek.org/dd/articles/2011/06/15/03video.h04.html

Sapp, C. (2015, October 18). Five Easy Steps to Teach With Virtual Reality Now (EdSurge News). Retrieved August 29, 2016, from https://www.edsurge.com/news/2015-10-18-five-easy-ways-to-teach-with-virtual-reality-now

Yoder, M. (2016, April 6). Reality revisited: Getting started with virtual reality in your classroom . Retrieved August 29, 2016, from https://www.iste.org/explore/articleDetail?articleid=715

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Presenters

Matthew Baylor, University Laboratory School

Robert Nakama, University of Hawaii CRDG

Richard Tran, University of Hawaii at Manoa

Mark Yap, University of Hawaii

Technology-charged
learning starts here

San Antonio

June 25-28, 2017

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