XRStudio: A Virtual Production and Live Streaming System for Immersive Instructional Experiences

Nebeling, Michael; Rajaram, Shwetha; Wu, Liwei; Cheng, Yifei; Herskovitz, Jaylin

doi:10.1145/3411764.3445323

Cited by 42 publications

(15 citation statements)

References 41 publications

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“…Finally, recent systems extend livestreaming beyond desktop and mobile settings. One representative example here is XRStudio, a platform for building lecture livestream experiences for instructors and students within virtual reality [45].…”

Section: Hci Systems To Support Livestreamingmentioning

confidence: 99%

The Design Space of Livestreaming Equipment Setups: Tradeoffs, Challenges, and Opportunities

Drosos

Guo

2022

Designing Interactive Systems Conference

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Section: Hci Systems To Support Livestreamingmentioning

confidence: 99%

The Design Space of Livestreaming Equipment Setups: Tradeoffs, Challenges, and Opportunities

Drosos

Guo

2022

Designing Interactive Systems Conference

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“…To address this problem, some systems include viewer guidance suggestion, which positions and directs the student's attention in the 3D space during the lesson. For example, XR Studio (Nebeling et al, 2021) enables professors to move a virtual camera around the 3D environment to suggest the optimal viewing angles for students to observe the lecture. MirageXR employs a similar approach by allowing teachers to position task stations to indicate the viewing area for their students (Figure 1b).…”

Section: Xrlatk and Miragexrmentioning

confidence: 99%

“…According to recent surveys (e.g., Heintz et al, 2021), students prefer XR lessons that are interactive, intuitive, and easy to follow whereas teachers prefer usable authoring tools that reduce workload. Content creators prioritize a streamlined method to modify contents with the toolkits and to gather requirements from teachers (Nebeling et al, 2021). To enhance their quality and impact, XRLATKs must be evaluated from the technical (usability), social (presence), and educational (learning outcomes) perspective.…”

Section: Introductionmentioning

confidence: 99%

How easy is it to eXtend Reality? A Usability Study of Authoring Toolkits

Thanyadit¹,

Heintz²,

Law³

et al. 2022

AHFE International

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Extended Reality (XR) can be a powerful educational tool as it enables students to experience a learning environment combining real-life physical and virtual objects. This combination not only augments what is possible with physical learning material alone but also makes use of the real world as a frame of reference for the digital content. Nonetheless, creating an XR lesson requires technical expertise that can be very challenging for many educators who have no or little relevant background. Hence, support systems like XR Lesson Authoring Toolkits (XRLATK) are needed to empower teachers to create XR lessons effectively and efficiently. XRLATK comprise three main components: authoring tools for teachers to create an XR lesson, viewer tools for students to view the XR lesson, and a platform for content creators (e.g., 3D designers and artists) to add 3D models and animation to be used in the XR lesson. While several surveys have suggested the importance of XRLATK (Radu, 2014, Jensen and Konradsen, 2018, Radianti et al., 2020), only a few XRLATK are available. Designing, developing, and evaluating XRLATK is a highly demanding task that requires careful considerations and inputs from three main groups of stakeholders - students, teachers, and content creators - with each having different priorities and preferences. According to the recent surveys (Heintz et al., 2021), students prefer XR lessons that are interactive, intuitive, and easy to follow whereas teachers prefer usable authoring tools that can help reduce their workload. Based on our observations (Nebeling et al., 2021), content creators prioritize a streamlined method to modify contents with the toolkits and gather requirements from teachers. To enhance their quality and impact, XRLATK must be evaluated from the technical (usability), social (presence), and educational (learning outcomes) perspective. Nonetheless, the related research has targeted students and considered learning outcomes as the primary performance indicator of XRLATK; teachers and content creators are largely neglected in the design and evaluation process.To address this shortcoming, we have been motivated to conduct a usability study for MirageXR, an interactive XRLATK software prototype developed under the auspices of the ARETE project (Augmented Reality Interactive Educational Systems). MirageXR allows teachers to enhance the physical teaching space by putting virtual learning elements like labels, models, and animations at different positions and structure the learning process by guiding students from one learning station to another. This way it gives teachers and students access to innovative XR contents to enhance learning and teaching. It also provides plugin support which enables content creators to extend the software beyond available materials to suit different classroom scenarios.In this paper, we present our research study on evaluating the usability of MirageXR with the mixed-method approach. Participants with heterogeneous higher education backgrounds were asked to assume the role of a secondary school teacher. First, they were introduced to MirageXR through a tutorial, then they were requested to create an XR lesson on the topic of their choice within a set amount of time during which their behaviour and performance were observed. Next, they were asked to provide feedback based on the interaction experience with MirageXR through questionnaires and interviews. Insights gained from the empirical findings could help us improve the design of MirageXR and contribute to building general guidelines for systematic evaluation of XRLATK.

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“…Going forward we can learn from the requirements that Nebeling et al (2021) propose for production: 1) "Highquality video without a production team. "; 2) "Automating the production process"; and 3) ""No-technology" solution for instructors".…”

Section: Comparing With Vvp Research For Teaching and Learningmentioning

confidence: 99%

“…However, Bennett & Kruse (2015) present pedagogical challenges and opportunities to teach visual storytelling via motion capture and visual effects in immersive environments. Recently, research has also been made by Nebeling et al (2021) to ease the use of virtual video production in education with compositing based on pre-sets, in their XRStudio where the production was made in virtual reality to make it more economically feasible without access to a studio environment with LED displays. In contrast, the study in this paper focuses on a real (actual) video studio and how to make it easier to use for education with virtual video production, also with a more affordable approach than LED walls.…”

Section: Introductionmentioning

confidence: 99%

How to Design Virtual Video Production for Augmented Student Presentations

Collin

Westin

2022

ECEL

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e-Learning environments have been developed and used by teachers and learners for decades. However, it is well known that sending, recording or meeting online can have a lack of presence and immersion. Furthermore, the configuration of a studio environment typically depends on physical props and technologies, which can be time consuming and hard to use for teaching purposes where each session may need a different configuration. Virtual Video Production (VVP) is a relatively new technology that builds on advances in extended reality (XR), supported by game engines and computer-controlled camera equipment. Camera data (pan, tilt, zoom, position) can be sent to a virtual camera in the game engine. The scene can be rendered via a green screen or with large LED displays. This provides an immersive presence with virtual 3D objects positioned in the room. Light settings can be mixed into the scene with remote control of LED lights to be in sync with virtual lights. Thus, VVP opens many opportunities for more immersive e-learning experiences. The challenge is how to apply these opportunities that involve syncing of several technical components and layers, designed to be useful within limited course resources. The question in this paper is how VVP can be designed and set up in an easy way for teachers and students to use it for presentations in courses? This paper presents results from a course in Immersive Environments where students first developed mobile Augmented Reality app prototypes and then used VVP to present their final work together with the authors. The authors documented preparation, wrote instructions for students and observed with notes taken during recording sessions. The results show how VVP can be designed and set up for course presentations that goes beyond a plain video recording in a lecture room or at home, but also beyond what was previously possible in a video studio at the university. This includes e.g., technical setup, direction of students, synopsis, concepts and virtual 3D props. Finally, the authors draw conclusions of what challenges remain for future research and suggestions of how to overcome them.

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XRStudio: A Virtual Production and Live Streaming System for Immersive Instructional Experiences

Cited by 42 publications

References 41 publications

The Design Space of Livestreaming Equipment Setups: Tradeoffs, Challenges, and Opportunities

The Design Space of Livestreaming Equipment Setups: Tradeoffs, Challenges, and Opportunities

How easy is it to eXtend Reality? A Usability Study of Authoring Toolkits

How to Design Virtual Video Production for Augmented Student Presentations

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