scholarly journals Analysis of User Requirements in Interactive 3D Video Systems

2012 ◽  
Vol 2012 ◽  
pp. 1-11 ◽  
Author(s):  
Haiyue Yuan ◽  
Janko Ćalić ◽  
Ahmet Kondoz

The recent development of three dimensional (3D) display technologies has resulted in a proliferation of 3D video production and broadcasting, attracting a lot of research into capture, compression and delivery of stereoscopic content. However, the predominant design practice of interactions with 3D video content has failed to address its differences and possibilities in comparison to the existing 2D video interactions. This paper presents a study of user requirements related to interaction with the stereoscopic 3D video. The study suggests that the change of view, zoom in/out, dynamic video browsing, and textual information are the most relevant interactions with stereoscopic 3D video. In addition, we identified a strong demand for object selection that resulted in a follow-up study of user preferences in 3D selection using virtual-hand and ray-casting metaphors. These results indicate that interaction modality affects users’ decision of object selection in terms of chosen location in 3D, while user attitudes do not have significant impact. Furthermore, the ray-casting-based interaction modality using Wiimote can outperform the volume-based interaction modality using mouse and keyboard for object positioning accuracy.

2017 ◽  
Vol 62 ◽  
pp. 158-167 ◽  
Author(s):  
Min-Koo Kang ◽  
Hohyun Cho ◽  
Han-Mu Park ◽  
Sung Chan Jun ◽  
Kuk-Jin Yoon

ETRI Journal ◽  
2009 ◽  
Vol 31 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Wook-Joong Kim ◽  
Seong-Dae Kim ◽  
Namho Hur ◽  
Jinwoong Kim

Author(s):  
Chamitha de Alwis ◽  
Varuna De Silva ◽  
Hemantha Kodikara Arachchi ◽  
Anil Fernando ◽  
Ahmet Kondoz

Author(s):  
Jay Wilson ◽  
Stefan Scott

Use of video by teachers can make learning more engaging or content easier to understand. Video shown in classrooms can be created by others and adapted by or created by the teacher. Traditionally, video created by teachers can be produced with inexpensive digital cameras and basic editing software. With a renewed commercial interest in Three-Dimensional (3D) video and with video equipment costs declining, the option now exists to have 3D video in classrooms. What is not known is the process to allow for teacher-created video that can take advantage of the 3D format. This case details how an undergraduate teacher candidate created a 3D video using existing production equipment and freely available software. The chapter examines the planning details, course design, and outcomes related to 3D video production. Suggestions to educators for integrating 3D into their schools are also included.


2015 ◽  
Vol 124 (2) ◽  
pp. 47-55 ◽  
Author(s):  
Darya Khaustova ◽  
Jerome Fournier ◽  
Olivier Le Meur

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