How to Record 360-degree Videos of Field Trips for Education in Civil Engineering

Wehking, Florian; Wolf, Mario; Söbke, Heinrich; Londong, Jörg

doi:10.18420/delfi2019-ws-120

Cited by 3 publications

(2 citation statements)

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“…Interestingly, in the pool of collected literature, many studies used the same technologies yet named them differently. For example, most of the studies used the word "360-degree" or the symbol "360°" but followed the terms with "video" (Aitamurto et al 2018;Mouratidis and Hassan 2020;Reeves et al 2021;Wehking et al 2019), "panoramas" (Eiris et al 2020b;Lee et al 2022b;Shih et al 2001) or "immersive" (Argyriou et al, 2020;Felli et al, 2018;Shojaei et al, 2020). For the sake of this paper's review, we treated such phrasing as synonymous.…”

Section: Methodsmentioning

confidence: 99%

“…One of the most common application areas for 360° panoramas is to use these tools to conduct virtual site visits for students. According to Wehking et al's study, taking field trips for educational purposes is one of the key learning experiences for students (Wehking et al 2019). However, field trips often show several limitations, such as expensive trip costs and inaccessible places due to safety issues (Eiris et al 2020c, Chien Pham et al 2018).…”

Section: • Construction Education and Trainingmentioning

confidence: 99%

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A Systematic Literature Review on 360° Panoramic Applications in Architecture, Engineering, and Construction (AEC) Industry

Shinde,

Lee,

Kiper

et al. 2023

ITcon

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While the advancement of visualization technologies—virtual-reality, augmented-reality, mixed-reality, and extended reality—has long produced opportunities to create more realistic simulated environments to provoke and study natural human behavior, recent interest in applying 360° panoramic visualizations has been increasing across several disciplines due to these technologies’ lower costs, higher presence, and greater immersive-ness. However, the variety of applications of 360° panoramas (both images and videos) is limited in the architecture, engineering, and construction (AEC) domain compared to other domains. This paper systematically presents an in-depth understanding of 360° panorama research trends and reveals the challenges and opportunities for future research in the AEC area. In particular, this systematic review analyzed eighty studies across two decades (2000-2022) to consider 360° panoramas’ application areas, methodologies, potential benefits, challenges, best practices, and future research directions for both AEC and non-AEC domains. Several prevalent application domains in AEC—namely architectural studies, construction education and training, construction visualization and progress monitoring, and cognitive analysis and human behavior in the construction industry—were identified. This paper indicates that 360° panoramas provide a higher sense of presence than conventional simulation methods (e.g., virtual reality). Moreover, pairing 360° panorama technologies with a head-mounted display significantly increases immersion when compared with other display options. Lastly, limitations of 360° panoramas, such as cybersickness and technical properties, are discussed. This paper is expected to shed light on the potential of these state-of-the-art technologies in the AEC domain, which can serve both academia and industry.

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Section: Methodsmentioning

confidence: 99%

Section: • Construction Education and Trainingmentioning

confidence: 99%

A Systematic Literature Review on 360° Panoramic Applications in Architecture, Engineering, and Construction (AEC) Industry

Shinde,

Lee,

Kiper

et al. 2023

ITcon

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Integrating Smart 360-Degree Photography and QR Codes for Enhancing Progress Reporting

Bahakim,

Abotaleb,

Hosny

2023

Lecture Notes in Civil Engineering

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360°-Based Virtual Field Trips to Waterworks in Higher Education

et al. 2021

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360° models are a form of virtual reality (VR) that allow the viewer to view and explore a photorealistic object from multiple locations within the model. Hence, 360° models are an option to perform virtual field trips (VFT) independent of time and location. Thanks to recent technical progress, 360° models are creatable with little effort. Due to their characteristics of visualization and explorability, 360° models appear as excellent learning tools, especially when additional didactic features, such as annotations, are used. The subject of this explorative field study is a 360° model of a waterworks that has been annotated for learning purposes. Data are collected from a total of 55 learners in four cohorts from study programs in environmental engineering and urban studies using a questionnaire that included standardized measurement instruments on motivation, emotion, and usability. Furthermore, the eight learners of cohort 1 are surveyed using semi-structured interviews on learning, operation and features of the 360° model. Overall, a very positive view on learning suitability of 360° models in VFTs is revealed. In addition, further potential for development of the 360° model could be identified. The results indicate that VTFs based on 360° models might be valuable learning tools, because of their applicability without great effort on the part of either the lecturers or the students. VFTs based on 360° models might serve as a supplement to conventional learning activities or in self-directed learning activities.

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How to Record 360-degree Videos of Field Trips for Education in Civil Engineering

Cited by 3 publications

References 0 publications

A Systematic Literature Review on 360° Panoramic Applications in Architecture, Engineering, and Construction (AEC) Industry

A Systematic Literature Review on 360° Panoramic Applications in Architecture, Engineering, and Construction (AEC) Industry

Integrating Smart 360-Degree Photography and QR Codes for Enhancing Progress Reporting

360°-Based Virtual Field Trips to Waterworks in Higher Education

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