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A 360 Video Editor Framework for Interactive Training

机译：用于交互式培训的360视频编辑器框架

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The adoption of consumer-level mobile devices and head-mounted displays (HMDs) has caused an increased consumption of 360° video content. This trend has led to accessible and immersive content creation for training and education in health and safety amongst other areas. Although 360° videos can provide realistic content, they often lack interactivity. We hypothesize that integrating interactive elements into 360° videos will affect its perceived immersion, engagement, and usability. In this paper, we present a framework for adding interactions to 360° videos composed of an editor and a video player. The Editor allows adding interactive content in the form of panels containing information, quizzes, pictures, and 3D models. A three-stage study was conducted with participants from the Ontario Tech University (n=45) to evaluate our VR framework's usability and engagement compared to a non-interactive 360° video by applying the SUS (System Usability Scale) and the GEQ (Game Experience Questionnaire) surveys. Results indicate that the interactions add tension, higher negative affect, and lower positive affect than non-interactive videos that led to higher perceived usability with the non-interactive version. We believe that this is caused by the need to locate and interact with elements while the video is playing.
机译：消费级移动设备和头戴式显示器（HMD）的采用导致360°视频内容的消费量增加。这种趋势已导致在其他领域进行健康和安全方面的培训和教育的可访问且身临其境的内容创建。尽管360°视频可以提供逼真的内容，但它们通常缺乏交互性。我们假设将互动元素集成到360°视频中会影响其感知的沉浸感，参与度和可用性。在本文中，我们提供了一个框架，用于向由编辑器和视频播放器组成的360°视频添加交互。编辑器允许以包含信息，测验，图片和3D模型的面板形式添加交互式内容。通过应用SUS（系统可用性量表）和GEQ（游戏机），与来自安大略科技大学（n = 45）的参与者进行了三阶段研究，以评估我们的VR框架的可用性和参与度（与非交互式360°视频相比）。体验问卷）调查。结果表明，与非互动视频相比，互动会增加压力，更高的负面影响和更低的正面影响，从而导致非互动版本具有更高的感知可用性。我们认为，这是由于在播放视频时需要查找元素并与元素进行交互而引起的。

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