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The authors would like to thank D. McGarry, who hosted D. Wuebben's stay as JRC Visiting Research Scientist and helped select scientists and project officers for interviews. The authors would also like to thank those at the JRC who agreed to interviews and facilitated this research, including V. R. Ruiz, D. Blagoeva, A. Pilenga, A. Saturnio, H. Scholz, E. Dunlop, A. De Paola, and J. J. B. Munoz. Finally, much appreciation to D. Barrera, who was instrumental in video production and editing. D. Wuebben completed a Marie Curie fellowship under the H2020 Got Energy Talent MSCA-COFUND supported by the European Commission under Grant 754382. M. G. Barrio is one of the principal investigators of BIOTRES-CM Project (S2018/EMT-4344) which has been co-financed by the Community of Madrid (Spain), the European Social Fund, and the European Regional Development Fund. Juan Romero-Luis is hired by the Spanish Ministry of Education University (ID 501100003176) Teacher Training program (FPU) under the Award FPU18/02161. The contents of this article do not reflect the official opinion of the European Union. Responsibility for the information and views expressed herein lies entirely with the authors.

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

Publicado en:Ieee Transactions On Professional Communication. 66 (1): 59-77 - 2023-03-01 66(1), DOI: 10.1109/tpc.2022.3228022

Autores: Wuebben, Daniel; Rubio-Tamayo, Jose Luis; Barrio, Manuel Gertrudix; Romero-Luis, Juan

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Introduction: 360 degrees videos are increasingly popular channels for science communication and higher education; however, time-limited 360 degrees 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 degrees video tours. About the case: The European Commission's Joint Research Centre (JRC) and other public-facing organizations already publish 2D videos on social media channels and host 360 degrees video content on their institutional websites. This case addresses the affordances and constraints of creating short 360 degrees videos for publication on public-facing platforms. Situating the case: 360 degrees 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 degrees video. Methods/approach: Scientists researching energy-related technologies were invited to record 2D video interviews. Based on these interviews, six transcripts for 360 degrees 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. Results/discussion: The survey results (n = 32) suggest a similar overall quality of the 2D video interviews and 360 degrees video tours. Respondents ranked the interviewee or narrator as the best feature of both the 2D and 360 degrees format, and 47% said that they would prefer to have a 360 degrees video created about their research. Based on our experience, we provide guidelines related to the production and publication of short 360 degrees videos. Conclusion: Further research and practice are required to understand which specific features of the 360 degrees 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 degrees video.

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