Talk at the IACS summit at Indiana University, Bloomington/USA on April 27th 2018

1. From seeing
to being ?!
IACS Summit on Communication and Sport
April 27 - 29, 2018 in Bloomington, IN. / USA
Andreas Hebbel-Seeger
The experience of presence in
360º-video in sports communication

2. Until now, technological
innovations in film and video
have induced improvements in
image quality as well as an
increase in usability and an
expansion of the
fields of application.

3. Increasing accessibility
based on price and conditions
of use leads to the
democratization of producer‘s
goods.
(Anderson, 2007)

4. The possibility of mapping a
complex, all-directional
space, merely using the
medium of a 360º-video,
marks a substantial
innovation.

5. Especially in combination
with VR glasses,
360º-videos bear
great potential for immersive
experience
and promote presence
experience...

6. …as the outside world is
largely isolated and image
control is done naturally via
head and body movements.

7. “Presence is defined as the
subjective experience
of being in one place or
environment,
even when one is physically
situated in another.”
(Singer & Witmer, 1998, S. 225)

8. Immersion:
In which way do
output devices stimulate the
human senses?
How extensively do output
devices shield the user from
the real environment?
What is the (technical)
quality? (Screen resolution,
facial field, room sound etc.)?
(cf. Slater & Wilbur, 1997)

9. In sports, there already are
many active players in the
field of immersive video.

10. Differences and
convergences:
360º-video,
blended reality & VR
(cf. Milgram et al., 1994)

11. Differences and
convergences:
360º-video,
blended reality & VR
(cf. Milgram et al., 1994)

12. 360º-Video:
Illustration of reality.
While following a set course of
action, the user can freely
choose any viewing angle
originating from the fixed
(camera) location.
àThe user is consumer

13. Virtual Reality:
Computer generated reality.
The user can influence the
course of action, interact
with objects and freely
choose his view.
àThe user is protagonist

14. Mixed Reality:
Expansion of the real-
environment-view through
artificial objects
and / or information.

15. Blending
360º-video
and VR

16. Blending
360º-video
and AR

17. Research on the use of
360º-video in different
sports using various
objectives…

18. …is mostly predicated on the
Design based Research
approach…
(Reinmann, 2013)

19. …and deals with the
phenomenon of presence.

20. General research interest:
How does
the presence experience
influence psychological and
physiological parameters
and what does this mean for
the fields of training, learning
and marketing?

21. Explorative study:
The impact of 360º-video
on stress sensitivity and
motivation.

22. Task:
4 training sessions
(warm-up) on
bicycle ergometers
with a duration
of 10 min. each over
the course of 3 weeks.

23. 2 Research Groups:
360º-video on VR-goggles
(n=12)
control group (n=12)
each subdivided by their
common training frequency:
≤ 2/week (“low”) vs.
≥ 3/week (“high”)

24. 2 Survey aspects:
General sports motivation
via “Situational Motivation
Scale (SIMS)” (Guay, Vallerand &
Blanchard, 2000)
Stress sensitivity: Subjective
perception via “Borg Scale”
vs. heart rate (Borg, 1982)

25. Findings regarding stress
sensitivity by training
frequency:
“Low”: Training for 360º-video
group “easier” than for control
group; greater impact on
women than on men.
“High”: Training for 360º-video
group “harder” than for control
group; no gender differences.

26. Findings regarding
motivation by training
frequency:
“Low”: 360º-video group is
more motivated than control
group; women seem to be less
motivated than men.
“High”: High level of intrinsic
(“fun”) & extrinsic (“health”)
motivation; no gender or group
differences.

27. Next big thing:
3D- 360º-Video

28. Research question:
How does the reception of a
basketball game from a
spectator’s perspective in a
360º-video-format affect the
motivation for a live visit?

29. 3 Treatment groups:
360º-video on Laptop (n=17)
360º-video on VR-goggles
(n=18)
3D-360º-video on VR-
goggles (n=17)

30. HMD(3D) HMD(2D) LAPTOP
0
5,56
31,24
11,76
11,11
25
11,76
27,78
6,25
47,06
55,56
37,5
29,41
0 0
very low lower indiffernt higher very high
n=52; Content: BBL2 from spectators view
Motivation to visit the live
event is influenced by video
format and device

31. Conclusion:
Immersion and presence
have a physiological, affective
and motivational impact.
Depending on the subject
and reception interest,
not every device
is equally suitable.

32. Outlook:
The fascination and added
value of 360º-video is mainly
due to the experience of
immersion and presence.
However, this added value will
not unravel itself.
For this, the domain-specific
variables have to be
identified.

33. Contact: ahebbel-seeger@macromedia.de
Charts: www.slideshare.net/ahsHH
Feedback: http://spoke.at/IACS2018ahs
Thanks for your attention!

34. Sources:
Anderson, C. (2007): The Long Tail – der lange Schwanz. Nischenprodukte statt
Massenmarkt – Das Geschäft der Zukunft. München: Hanser.
Borg, G. (1982) Psychophysical bases of perceived exertion. Medicine and Science in
Sports and Exercise 14 (5), 377–381
Guay, F., Vallerand, R.J. & Blanchard, C. (2000). On the Assessment of Situational
Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS).
Motivation and Emotion 24 (3), 175–213.
Hebbel-Seeger, A. (2017). 360 Degrees Video and VR for Training and Marketing within
Sports. Athens Journal of Sports 4, 4, 243-261. https://www.athensjournals.gr/
sports/2017-4-4-1-Hebbel-Seeger.pdf
Hebbel-Seeger, A. (2018). 360-Video in Trainings- und Lernprozessen. In U. Dittler & C.
Kreidl (Hrsg.), Hochschule der Zukunft – Beiträge zur zukunftsorientierten
Gestaltung von Hochschulen (S. 265-290). Berlin, Heidelberg: Springer VS.
Reimann, P. (2013). Design-based Research – Designing as research. In. R. Luckin, S.
Puntambekar, P. Goodyear, B.L. Grabowski, J. Underwood & N. Winters (Eds.),
Handbook of design in educational technology. New York: Routlege.