360° Video for Research Communication and Dissemination: A Case Study and Guidelines

Daniel Wuebben Universidad Rey Juan Carlos ; Jose Luis Rubio-Tamayo ; Manuel Gertrudix Barrio ; Juan Romero-Luis Universidad Rey Juan Carlos

Abstract

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Introduction:</b> 360° videos are increasingly popular channels for science communication and higher education; however, time-limited 360° videos that disseminate scientific research via platforms like YouTube remain underexamined. To address this problem, this experience report reviews the creation and evaluation of six 2D video interviews and six 360° video tours. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">About the case:</b> The European Commission's Joint Research Centre (JRC) and other public-facing organizations already publish 2D videos on social media channels and host 360° video content on their institutional websites. This case addresses the affordances and constraints of creating short 360° videos for publication on public-facing platforms. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Situating the case:</b> 360° video content has been incorporated into science communication and pedagogical practices in higher education. The authors review these developments and show the need for further research on time-limited 360° video. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methods/approach:</b> Scientists researching energy-related technologies were invited to record 2D video interviews. Based on these interviews, six transcripts for 360° videos were drafted and recorded in the same lab settings. When the videos were published, European researchers and communication professionals were recruited to complete a short survey evaluating the videos’ relative merits. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results/discussion:</b> The survey results (n = 32) suggest a similar overall quality of the 2D video interviews and 360° video tours. Respondents ranked the interviewee or narrator as the best feature of both the 2D and 360° format, and 47% said that they would prefer to have a 360° video created about their research. Based on our experience, we provide guidelines related to the production and publication of short 360° videos. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> Further research and practice are required to understand which specific features of the 360° videos are most effective and whether this technology offers distinct advantages as a tool for dissemination. Further research and practice will establish more detailed approaches to 360° video.

Journal
IEEE Transactions on Professional Communication
Published
2023-03-01
DOI
10.1109/tpc.2022.3228022
CompPile
Search in CompPile ↗
Open Access
Closed
Topics
Export

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (1)

  1. IEEE Transactions on Professional Communication
Also cites 51 works outside this index ↓
  1. 10.3390/mti1040021
  2. 10.4101/jvwr.v11i1.7298
  3. 10.1109/vr.2017.7892285
  4. 10.3200/envt.51.2.12-23
  5. 10.1080/19331681.2015.1034910
  6. 10.1002/wcc.569
  7. 10.1016/j.enpol.2020.111490
  8. 10.1080/23808985.2015.11735267
  9. 10.1007/s10584-021-02975-8
  10. 10.3390/en14113089
  11. 10.1177/1075547019837620
  12. 10.1177/0963662515593841
  13. 10.1080/1461670x.2019.1568203
  14. 10.1080/1461670x.2018.1561208
  15. 10.1080/17524032.2019.1664607
  16. 10.1177/09610006211006774
  17. 10.3389/fcomm.2020.581585
  18. 10.3791/57501
  19. 10.1177/0020731416676227
  20. 10.5588/pha.16.0090
  21. 10.1002/asi.22717
  22. 10.12928/telkomnika.v17i3.10124
  23. 10.3389/fcomm.2020.567606
  24. 10.3389/fcomm.2020.575122
  25. 10.1177/0963662521990848
  26. 10.1007/s13278-020-00716-w
  27. 10.3389/fcomm.2021.586297
  28. 10.1177/0963662515572068
  29. 10.3389/fcomm.2020.581349
  30. 10.1007/s11266-020-00280-z
  31. 10.1038/s41598-017-01242-0
  32. 10.4148/1051-0834.2395
  33. 10.1177/1075547020932174
  34. 10.1016/j.bjps.2021.03.066
  35. 10.1016/j.wneu.2020.04.102
  36. 10.2147/amep.s321885
  37. 10.1016/j.compedu.2021.104145
  38. 10.7861/fhj.2019-0036
  39. 10.1007/s10916-018-0900-2
  40. 10.1007/s10880-011-9247-2
  41. 10.1021/acs.jchemed.8b00143
  42. 10.1080/10494820.2020.1863234
  43. 10.1016/j.ssci.2018.07.021
  44. 10.1080/10494820.2019.1579234
  45. 10.1080/10447318.2021.1913858
  46. 10.1016/j.compedu.2018.09.015
  47. 10.1109/vr.2016.7504701
  48. 10.1109/vr.2017.7892384
  49. 10.15198/seeci.2021.54.e720
  50. 10.3390/su132313116
  51. 10.22323/2.15040202